Understanding How Physical Education Teachers Support Autistic Children in Bahrain

This research explored how physical education (PE) teachers in Bahrain support the wellbeing and behaviour of autistic children. While studies have shown that PE can be beneficial for autistic pupils, very little is known about what teachers actually do in practice, particularly in the Middle East. This study aimed to fill that gap by listening to PE teachers' real experiences and understanding their approaches to teaching autistic children. Who Was Involved Four PE professionals took part in the research, each working with autistic children in different settings across Bahrain: one taught in a mainstream school, one in a specialist school for autistic children, and two worked at a fitness centre specifically designed for autistic pupils. This mix of settings allowed us to understand how approaches differ depending on the environment. What Was Done In-depth interviews were conducted, with each teacher, asking them about their experiences, the strategies they use, and the challenges they face. Each conversation lasted between 30 and 45 minutes. We then carefully analysed what the teachers told us, looking for patterns and common themes in their responses. What Was Found The teachers agreed that PE is far more than just physical exercise. They observed that autistic children often showed rapid improvements in mood and emotional regulation within just 5 to 10 minutes of activity. Beyond these emotional benefits, teachers also noticed improvements in motor skills, social interaction, and overall behaviour. Effective teaching, according to the participants, combined two key elements: structure and flexibility. Teachers created predictable, visually-supported environments using tools like visual schedules and breaking activities into smaller steps. However, they were also ready to adapt activities in real time based on how each child was responding, perhaps changing the intensity of exercise or renaming an activity if a child wasn't enjoying it. Most importantly, teachers emphasised that none of these strategies would work without strong relationships built on patience, empathy, and respect. They made sure autistic children felt included and valued, avoiding practices that might single them out or make them feel different. However, teachers also faced significant challenges. Communication difficulties, sensory sensitivities, and large class sizes made their work harder. Many felt they needed more training in autism-specific approaches, particularly applied behaviour analysis (ABA), to support children effectively. Conclusions and Recommendations This research shows that PE can be a powerful tool for supporting autistic children's wellbeing and behaviour. When taught with the right balance of structure and flexibility, within relationships based on trust and empathy, PE creates meaningful benefits. However, to make this work across all schools in Bahrain, teachers need better training in autism-specific strategies, smaller class sizes, and more specialist resources. Schools should recognise PE not just as exercise, but as an essential part of comprehensive support for autistic pupils' overall development and wellbeing.

This research has meaningful implications for multiple stakeholders within educational and health sectors in Bahrain and beyond. For PE Teachers and Educational Practitioners PE teachers gain practical, evidence-based strategies for supporting autistic pupils in their classrooms. The research validates their existing practices whilst providing new insights into balancing structure with flexibility, adapting activities creatively, and building relational trust. Teachers can use these findings to feel more confident in their approach and to advocate for necessary resources and training within their schools. For Schools and Educational Institutions Schools can use this research to develop more inclusive PE programmes and recognise PE's role in supporting autistic pupils' overall development, not just physical fitness. The findings highlight the need for adequate resourcing, manageable class sizes, and investment in specialist training. Schools can implement recommendations for visual supports, structured routines, and collaborative approaches involving families and multidisciplinary teams. For Parents and Families Parents gain understanding of how PE can support their child's emotional regulation, social skills, and behaviour. The research empowers families to advocate for quality PE provision in schools and to recognise the value of physical activity beyond traditional academic subjects. Families can work collaboratively with teachers using the strategies identified in this research. For Policy Makers and Government This research provides evidence to inform educational policy in Bahrain and the Gulf region regarding autism support and inclusive practice. It highlights systemic gaps in training provision, specialist resources, and class sizes that require policy-level intervention. Policymakers can use these findings to justify investment in applied behaviour analysis (ABA) training for educators and specialist provision for autistic pupils. For the Broader Community The research contributes to cultural understanding of autism in Bahrain, where stigma and limited awareness remain barriers. By demonstrating PE's positive impact, the research encourages societal recognition of autistic children's abilities and potential. Community events like those described in the study can foster inclusion and belonging. For Future Research This study establishes a foundation for future investigations across the Gulf region, encouraging context-specific research that moves beyond Western-focused literature. It demonstrates the value of qualitative, teacher-centred approaches to understanding complex educational practices. Overall Impact By bridging the gap between theory and practice, this research enhances understanding of how physical education can meaningfully support autistic pupils' wellbeing whilst highlighting systemic barriers that require attention. The impact extends from individual classroom practice to institutional and policy levels, ultimately improving outcomes and experiences for autistic children in Bahrain.