Physical Activity and Physical Education Trends Among U.S. Elementary School Children With Disabilities

Children with disabilities have lower rates of physical activity than peers without disabilities, a key factor in obesity and other chronic health problems. To better inform health interventions and policies, this study examined when disparities in physical activity emerge, how these gaps change over time, and differences by social contexts and disability type. Using data from the Early Childhood Longitudinal Study, Kindergarten Class of 2010–11 (ECLS-K:2011), we analyzed two complementary outcomes: parent-reported general physical activity and teacher-reported physical education at school. Results show children with disabilities participated in 0.25 to 0.44 fewer days of physical activity per week than children without disabilities, with disparities evident from kindergarten through Grade 5, particularly among children with autism spectrum disorder or speech-language impairment. In contrast, rates of physical education at school were similar for children with and without disabilities across grade levels. These findings highlight that disparities in total physical activity are established early and persist over time, reflecting factors beyond school-based access and policies.