Pedagogy of inclusive education and gender aspects of preventing aggressive behaviour among adolescents through physical activity: An integrative review

The rise in aggressive behaviour among adolescents remains one of the significant challenges facing contemporary educational systems and calls for the development of effective preventive strategies. Despite accumulating evidence of the positive impact of physical activity on behavioural regulation, inclusive and gender-sensitive approaches to preventing aggression through physical education remain insufficiently developed. The aim of this work was to conduct an integrative review of the literature from 2020-2025, synthesising data from systematic reviews and meta-analyses. The findings demonstrated that regular structured physical activity, embedded in a pedagogically organised environment incorporating elements of cooperative interaction, reflection, and sustained teacher support, contributes to a moderate reduction in levels of hostility, impulsivity, and interpersonal conflicts. The most pronounced preventive effect was observed in programmes focused on teamwork and emotional regulation, compared with unstructured or purely competitive forms. The review highlighted gender differences: boys more frequently exhibit overt physical aggression and participate more actively in organised activities, whereas girls tend towards relational or internalised aggression and face additional barriers to participation (sociocultural norms, declining interest during adolescence). Adolescents with disabilities, particularly girls, experience intersecting restrictions that limit their access to the protective potential of physical activity. The conclusions indicated the need to develop adapted forms of physical education and implement gender-sensitive strategies that include the cultivation of empathy, self-awareness, and social partnership. Such approaches strengthen psychosocial well-being and reduce the risks of deviant behaviour among adolescents with diverse educational needs. The practical significance lies in the potential for educators and inclusive education specialists to use these findings to create evidence-based preventive models aimed at fostering sustainable social interaction skills