Promoting School Inclusion Through Structured Physical Activity: Physiological, Cognitive, and Social Outcomes in Migrant Students
DOI:
https://doi.org/10.17309/tmfv.2026.3.21Keywords:
physical activity, school inclusion, migrant students, physical education, mixed approachAbstract
Background. In multicultural educational contexts, schools are increasingly required to promote inclusive practices that support the social integration and well-being of students with a migrant background. Physical activity has been identified as a potentially effective tool for fostering relational and intercultural skills; however, empirical evidence based on structured interventions remains limited.
Objectives. This study aimed to evaluate the effectiveness of a structured, inclusion-oriented physical activity programme in improving social inclusion, self-esteem, and classroom climate among lower secondary school students, with particular attention to those with a migrant background.
Materials and Methods. A mixed-method quasi-experimental design with pre-test and post-test measures was adopted. The sample consisted of 72 students aged 11–13 years, divided into an experimental group (n = 36) and a control group (n = 36). The 12-week intervention included cooperative learning, peer tutoring, non-verbal communication activities, and culturally relevant games. Quantitative data were collected using validated instruments (SISCA, Rosenberg Self-Esteem Scale, Classroom Climate Scale) and analysed using t-tests and repeated measures ANOVA. Qualitative data were gathered through focus groups, teacher logbooks, and systematic observation.
Results. The experimental group showed statistically significant improvements compared to the control group. Social inclusion scores increased from M = 2.91 (SD = 0.43) to M = 3.47 (SD = 0.38) (F(1,70) = 14.62; p = 0.001). Self-esteem improved from M = 21.8 (SD = 3.6) to M = 25.1 (SD = 3.2) (t = 4.07; p = 0.002). Classroom climate scores increased from M = 3.02 (SD = 0.40) to M = 3.55 (SD = 0.36) (F(1,70) = 11.89; p = 0.003). No statistically significant changes were observed in the control group (p > 0.05). Qualitative findings corroborated these results, indicating improvements in peer relationships, non-verbal communication, and sense of belonging.
Conclusions. Under structured and theory-driven conditions, physical activity programmes based on inclusive pedagogical strategies can significantly enhance social inclusion, self-esteem, and classroom climate in multicultural lower secondary school settings. These findings support the implementation of targeted physical activity interventions as an effective approach to promoting social integration and psychological well-being among students, particularly those with a migrant background.
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Copyright (c) 2026 Fabiola Palmiero, Emma Saraiello, Miriam Maisuradze, Maria Giovanna Tafuri
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