ROLE OF HEALTH AND PHYSICAL EDUCATION IN MANAGING STRESS AND ANXIETY AMONG CHILDREN IN SPECIAL EDUCATION

Abstract

Children with special education needs often face heightened stress and anxiety around academic, social, and developmental issues, yet few studies discuss the role of Health and Physical Education (HPE) in helping to address those stresses. Research on the role of physical activity for the benefit of general populations of children is emerging; however, research on physical activity as a benefit to children enrolled in special education, particularly in developing countries, is limited. This study addresses the possibility of HPE as a tool for stress and anxiety for children in special education settings. A quantitative research design is used to collect data through a structured survey of 250 children enrolled in special education schools selected from urban cities. The stress and anxiety measures are the standardized scales adapted to determine the outcome measure, and rates of participation in structured HPE programs are analyzed. The research shows a robust positive correlation between children with disabilities engaged in health and physical education (HPE) and a decrease in stress and anxiety. Students involved with the adaptive physical education programs also show gains in emotional regulation, social interaction, and sense of overall well-being. The research highlights that HPE could be a credible, non-pharmacologic way to improve mental health in special education contexts. Schools, to be meaningful, should create and teach different adapted HPE programs for students with disabilities on individual education plans (IEPs). Future efforts should work with policymakers to promote the participation of HPE in special education-disability as an alternative approach to consider when thinking about sustainability for participation and mental health and overall learning and development.