Behavioral Sciences, Volume 16, Issue 5
2026 May - 212 articles
Cover Story: Recognition in Physical Education (PE) is a prerequisite for the inclusion of students with Special Educational Needs in their Emotional and Social Development (SEN-ESD). Yet, little is known about how teacher–student interactions negotiate this recognition. Our Grounded Theory study reconstructs these processes, revealing a central dimension we term “interactional dignity”—ranging from low to high affirmation across five patterns. We identify a systemic grading paradox that may risk double marginalization, as SEN-ESD students are assessed on their very area of need in PE. Findings point to possible implications for individualised pedagogy, teacher acknowledgment of students' subjective realities, and assessment practices, which we discuss as avenues for further inquiry. View this paper
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Behav. Sci. - ISSN 2076-328X