School-Based Physical Activity Interventions among Children and Adolescents with Special Educational Needs and Disabilities: A Meta-Analysis

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Abstract

This systematic review and meta-analysis examined the effects of school-based physical activity (PA) interventions on health and developmental outcomes in children and adolescents with special educational needs and disabilities (SEND). Ninety-one studies (79 in meta-analysis) involving 3,490 participants were included. Significant positive effects were found for physical fitness, motor skills, cognitive function, sleep quality, mental health, and social skills, but not for academic performance. Moderator analyses revealed differential effects by SEND type, intervention features, and delivery characteristics. Evidence certainty ranged from moderate to very low. Feasibility indicators such as adherence and adverse events supported the practicality of implementation. Findings highlight the potential of school-based PA programs to promote inclusive, equitable health benefits for SEND populations.

Authors

• Jinghao SUI, The Chinese University of Hong Kong

• Cindy HP Sit, The Chinese University of Hong Kong

• Yijian Yang, Chinese University of Hong Kong

• Jie FENG, Chinese University of Hong Kong

• Ruiyuan Tao, Chinese University of Hong Kong

• Jingsi WEN, The Chinese University of Hong Kong

• Chang Liu, Tsinghua University