Wheelchair hockey and inclusion: An emotional and relational analysis in lower secondary school

Abstract

This study explores the effectiveness of wheelchair hockey (floorball played in wheelchairs) as an educational tool for promoting school inclusion and enhancing emotional well-being in lower secondary school students. The research involved a total of forty students, equally divided into an experimental group and a control group. Each group included an equal number of students with permanent motor disabilities, ensuring a balanced representation. The study adopted a mixed-methods approach, combining both quantitative and qualitative tools to obtain a comprehensive understanding of the outcomes. Quantitative data were collected using the Strengths and Difficulties Questionnaire (SDQ) and the Inclusive Classroom Climate Scale (ICCS), while qualitative insights were gathered through semi-structured interviews with students and teachers. The educational intervention lasted twelve weeks and integrated wheelchair hockey activities with structured moments of collaborative and reflective practice. The programme aimed to foster empathy, cooperation, and mutual respect among participants. The results demonstrated a significant improvement in emotional self-regulation, sense of belonging, and quality of peer relationships within the experimental group, as compared to the control group. Students involved in the wheelchair hockey programme reported greater levels of engagement, understanding of diversity, and participation in classroom dynamics. Teachers also observed a more inclusive climate and improved social interactions. These findings suggest that inclusive sports such as wheelchair hockey can serve as powerful pedagogical tools to support the development of social-emotional skills and to promote inclusive values in educational settings. The study confirms the transformative value of inclusive physical education activities in fostering equity, participation, and positive relational climates in schools. Future research may further investigate the long-term effects of such interventions and their applicability in different educational contexts.