‘Level the playing field’ – pupils’ experiences of inclusion and social justice in physical education and health

School physical education and health (PEH) has an important role to play in the physical, cognitive, emotional and social development of young people Opstoel, K., Chapelle, L., Prins, F. J., De Meester, A., Haerens, L., van Tartwijk, J., Smith, W., Philpot, R., Gerdin, G., Schenker, K., Linnér, S., Larsson, L., Mordal Moen, K., and (4) learning about and acting on social inequities. In order to promote more inclusive and socially just PEH practice, a [Freire, P. (1970). Pedagogy of the oppressed. Seabury analysis of the pupils' experiences draws attention to the importance of: establishing horizontal teacher–pupil relationships built on trust and love: engaging pupils in an ongoing dialogue where the pupils practice choice and decision-making with their peers; inviting the pupils into critically reflecting on issues of positionality and power and; pupils learning to act on social inequities. To conclude, the paper calls for future studies where teachers and pupils collaborate to develop PEH practices underpinned by inclusion and social justice.