Belonging in integrated physical education: perspectives of autistic primary school students in Slovakia

The growing emphasis on inclusive education has led to increased enrollment of disabled students in general education settings. However, physical placement has not necessarily resulted in more positive educational experiences, and limited research has examined autistic students’ experiences in physical education (PE). As such, the purpose of this study was to explore experiences of belonging among autistic students in physical education in Slovakia. Through a qualitative approach, 11 autistic students (ten boys and one girl; aged 7–12 years) participated in semi-structured interviews. All data were subjected to thematic analysis and three themes were constructed: (a) Belonging as participating in activities that aligned with children’s preferences; (b) Belonging shaped by the sensory and organizational conditions of PE; and (c) Belonging influenced by participating alongside peers. The findings highlight that autistic students’ sense of belonging is shaped by the fit among activities, sensory and organizational conditions, and their preferred ways of participating with peers. This study clarifies how belonging can be supported in integrated physical education settings.