Author Information: Mrs Lauren Perkins, Postgraduate Researcher at the University of East Anglia
As educators, we often strive to create inclusive learning environments where all students feel valued and able to succeed. However, my recent research which focused on exploring the experiences of LGBTQ students in Physical Education (PE) encouraged me to think more critically about what inclusion looks like in practice and whether the environments we create actually do meet the needs of all young people.
My study explored the lived experiences of six LGBTQ secondary school students within the English education system. Through photographs, diary entries, and semi-structured interviews, students shared what they enjoyed about PE, what they found challenging, and how their identities influenced their experiences of the subject.
While the research aimed to understand students’ perspectives, it also became an opportunity for professional reflection.
Listening Rather Than Assuming
One of the most significant lessons I took from this research was the importance of listening directly to students.
As teachers, it can be easy to assume that if there are no obvious issues within our lessons, students must feel comfortable and included. However, the experiences shared by participants highlighted how some challenges can remain hidden from teachers. Feelings of discomfort, exclusion, or anxiety are not always visible within the lesson itself.
The research reminded me that students experience PE in different ways and that their perspectives can differ considerably from how teachers perceive the learning environment. This reinforced the value of creating opportunities for students to share their experiences openly and honestly.
Recognising the Influence of Heteronormativity
The study was underpinned by the concept of heteronormativity, which assumes that heterosexuality is the norm and that relationships occur between cisgender men and cisgender women.
Before conducting this research, I understood heteronormativity as a theoretical concept. However, hearing students describe their experiences helped me recognise how these assumptions can be embedded within everyday school practices.
What struck me most was that exclusion is not always intentional. Sometimes it is reflected in the language we use, the examples we provide, the activities we plan, or the assumptions we make about students’ identities and experiences. These practices may seem insignificant in isolation, but collectively they can contribute to students feeling different or overlooked.
As a practitioner, this has encouraged me to think more carefully about how seemingly routine aspects of PE may be experienced by LGBTQ students.
Inclusion Requires More Than Good Intentions
A further reflection from the research is that inclusion cannot simply be viewed as the absence of discrimination.
Many teachers genuinely want to create positive experiences for all students, yet the findings highlighted the importance of actively considering how inclusion is embedded within PE. This includes reflecting on curriculum content, classroom language, group dynamics, and the wider culture surrounding physical activity and sport.
The research challenged me to move beyond asking whether students are participating and instead consider whether they genuinely feel that they belong.
The Value of Student Voice
Perhaps the most powerful aspect of the project was the opportunity to hear students’ stories in their own words.
The use of photovoice, diary entries, and interviews enabled participants to express experiences that may not have emerged through traditional research methods alone. Their reflections provided rich insight into the realities of being an LGBTQ student in PE and highlighted perspectives that are often absent from discussions surrounding curriculum and practice.
As a result, I have become increasingly convinced that the student voice should play a central role in shaping educational practice. If we are committed to creating inclusive environments, we must first understand how students experience those environments.
Moving Forward as a Practitioner
This research has not provided all the answers, nor was that its intention. Instead, it has encouraged me to engage in ongoing reflection about my own practice and the role PE can play in either challenging or reinforcing existing norms.
The experiences shared by these students have reinforced the importance of critical self-reflection, meaningful dialogue, and a willingness to question established practices. As educators, we have a responsibility to consider whose experiences are being represented, whose voices are being heard, and how we can create learning environments where all students feel valued.
Ultimately, this research reminded me that inclusion is not a destination but an ongoing process. By listening to students and reflecting critically on our practice, we can continue to work towards PE environments that are welcoming, supportive, and inclusive for everyone.
My Top Tips
- Listen to Your Students – Create opportunities for students to share their experiences of PE.
- Reflect on Everyday Language – Avoid making assumptions about students’ identities and try to use inclusive language.
- Challenge Assumptions – Reflect on the routines and practices within your department.
- Foster a Culture of Respect – Establish clear expectations around respectful behaviour and language.
- Review the Curriculum – Consider whose stories and experiences are represented within your curriculum.
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