Peer Mentoring in Secondary Physical Education: A Qualitative Investigation of Inclusion Practices for Autistic Students in New Hampshire

Abstract

Many public schools continue to confront substantial barriers to incorporating autistic students into Physical Education (PE).  Peer mentoring has emerged as a promising approach to promoting social integration and participation in physical education classes.  However, little study has been conducted into PE teachers' perspectives on the implementation and efficacy of peer mentoring programs for autistic children, particularly in New Hampshire.  This qualitative study investigated the experiences, views, and challenges that middle and high school PE teachers in New Hampshire public schools confront while employing peer mentorship as an inclusion strategy.  Semi-structured interviews were conducted with a select group of twelve PE teachers to learn about peer mentorship, the barriers to effective implementation, and the perceived effects on both autistic kids and their classmates.  The findings are expected to provide practical guidance for teacher training, program development, and policy decisions aimed at developing more inclusive PE environments for students on the autism spectrum.