‘Socially afraid of talking about social justice’: K–12 physical education teachers’ experiences of enacting a socially-just teaching personal and social responsibility (SJ-TPSR) approach

Background: Teachers of physical education recognise the potential to promote inclusion, equity and social learning in physical education but also acknowledge the difficulties in translating social justice into practice. While there is a growing body of scholarship focused on social justice in K–12 health and physical education, there remains a clear need for evidence-based pedagogical approaches that support K–12 physical educators in confidently and competently educating our pupils about and for social justice.Purpose: The purpose of this research was to examine the realities of enacting a socially-just Teaching Personal and Social Responsibility (SJ-TPSR) approach in K–12 physical education (remote, urban; K–3, 4–6, 10–12; medium–large schools).Methodology: We employed a basic qualitative research design. Participants included three physical education specialists teaching in grades K–3 remote, 4–6 urban, and high school urban contexts in Canada. Our team of international teacher educators, co-designers of the SJ-TPSR approach, supported enactment. Applying an interpretivist lens, we collected data through pre-enactment meetings, critical friend meetings, focus groups, and teacher reflections. Data were analysed using Reflexive Thematic Analysis, facilitating the generation of key themes related to the realities of enacting SJ-TPSR in K–12 contexts.Findings: The findings are shared through three constructed themes: (i) teachers’ insights and tensions in understanding the ‘what’ of the SJ-TPSR approach; (ii) sharing the successes and struggles of enacting the SJ-TPSR approach; and (iii) teachers operating between belief and backlash as conflicting perspectives on the place of social justice in physical education is unpacked.Discussion and considerations: Three discussion points are provided: (i) the need to navigate tensions in practice when teaching social justice; (ii) a growing worry of parental/carer and societal influence in teaching social justice; and (iii) the continued need (and priority) to work and research with practicing teachers.Directions for future research: Future research should incorporate diverse perspectives (e.g. pupils, families, and administrators) as well as the adaptability of an SJ-TPSR approach across diverse geographical and educational contexts. Such inquiry is vital for developing culturally responsive guiding principles and influencing broader curriculum policy.Impact statement: This research directly answers the call for evidence-based guidance on translating social justice theory into practice. The findings highlight the critical need for a collective effort across school boards, teacher education programs, and policy makers to support teachers in navigating internal tensions and perceived societal backlash.