Abstract
Enjoying physical education class (PE) is important for children with special educational needs (SEN) due to its impact on their physical and mental health. However, there is a research gap concerning children with SEN and their enjoyment of PE. This exploratory study investigated how school children with and without SEN report enjoyment of physical education class and explored associated factors. A cross-sectional survey was conducted among school children with and without SEN. Both groups reported very high enjoyment of PE, but children without SEN had higher enjoyment. Among children with SEN, boys, those attending schools in East Denmark, and those engaged in leisure physical activity reported higher enjoyment levels, while children from larger schools consistently reported lower enjoyment levels. Understanding the differences in PE enjoyment between children with and without SEN is crucial for educators and policymakers to develop inclusive practices that ensure equitable experiences for all children, fostering a positive and supportive environment in school PE programs. Our findings highlight nuanced differences in PE enjoyment perceptions between children with and without SEN, emphasizing the need to consider diverse student characteristics when designing PE programs to enhance overall enjoyment.