Peer mentoring in secondary physical education: A qualitative investigation of inclusion practices for autistic students

Thompson, A., & Kimball, R. (2026). Peer mentoring in secondary physical education: A qualitative investigation of inclusion practices for autistic students in New Hampshire. Journal of Sports and Physical Education Studies, 6(2), 1–12. https://doi.org/10.32996/jspes.2026.6.2.1

Introduction

Physical education offers autistic students more than fitness—it provides a critical arena for social development. Yet students with autism spectrum disorder (ASD) consistently participate less in PE than neurotypical peers, facing barriers including sensory overload, social anxiety, and motor skill challenges. Peer mentoring—pairing typically developing students with peers with disabilities—has emerged as a promising inclusion strategy, though evidence specific to PE settings remains thin. This study addresses that gap, focusing on middle and high school PE teachers in New Hampshire public schools.

Methods

Twelve certified PE teachers participated in semi-structured interviews lasting 30–60 minutes, conducted in-person or via Zoom. Participants represented urban, suburban, and rural schools across New Hampshire, with seven holding formal adapted physical education (APE) credentials. Transcripts were analyzed using thematic analysis guided by Braun and Clarke (2006), with NVivo software supporting coding. Credibility was strengthened through member checking and peer debriefing.

Results

Four themes emerged: peer mentoring as a social bridge; structural and sustainability challenges; variability in training and preparedness; and perceived benefits for both autistic students and peer mentors. Notably, nine of twelve teachers cited inadequate administrative support as a primary barrier. A sharp contrast appeared between improvised, inconsistent programs and structured models—one veteran teacher’s program attracted 60 applicants for 30 peer mentor positions.

Discussion

Teachers consistently viewed peer mentoring as a relational tool rather than an academic one, consistent with social constructivist theory. However, without institutional frameworks, implementation remained uneven. Many teachers reported being excluded from IEP planning processes, with APE frequently deprioritized by special education administrators.

Implications for Mentoring Programs

Effective peer mentoring in PE requires formalized structures, mentor training protocols, and genuine administrative investment. Programs that integrate peer mentoring into broader social-emotional learning initiatives—and treat PE teachers as essential IEP collaborators—are most likely to produce lasting social inclusion outcomes.

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