Perceived leisure education for promoting inclusion among youth with and without disabilities in Vhembe District Municipality of Limpopo Province, South Africa

Youth with disabilities often face fewer leisure opportunities than their peers without disabilities due to exclusion and limited access to community resources. This study examined how leisure education can promote inclusive participation in activities among youth with and without disabilities in the Vhembe District Municipality, Limpopo Province. A qualitative exploratory design guided by Intergroup Contact Theory was used. Semi-structured interviews were conducted with 12 participants. Data were analysed thematically. The study identified five main themes that emerged from the analysis: contextualising leisure education; preferred leisure activities; awareness of people in the community; community resources to enable inclusion; and inaccessibility in the community. Inclusive leisure improved mental, social, and physical well-being, but challenges such as limited resources, accessibility barriers, and cultural stigma hindered participation. Leisure education can foster social interaction, personal development, and inclusivity. However, stronger institutional support, more resources, and specialised training are needed to address barriers. The study provides practical insights for policymakers, local authorities, and communities on strengthening inclusive leisure programmes for youth of all abilities.