Chest Health Through the Lens of a Child with Neurodisability

Children with multiple disabilities often encounter significant barriers to participating in physical activity, impacting not only their physical health but also their overall experience in school. This study places the voices of four children at the centre of their own research, exploring their lived experiences of participating in physical activity in school. Using Clark’s (2017) Mosaic approach, this child-centred participatory study shows how children take part and engage with physical activity as part of their school day. Using videos and photography, child-led tours and ethically sensitive conversations with researchers, children shared a range of opportunities for enjoyment, exploration and interactions with others, as well as challenges such as restricted access and limited equipment. Their narratives highlight the urgent need for inclusive practices to be informed by children and young people with physical and cognitive impairments. This study contributes to the growing body of research advocating for children’s voice in education and health and offers key insights for education and health practitioners aiming to promote inclusive, health-supportive physical activity opportunities for all learners.

This study addresses this gap by foregrounding the voices of children with multiple disabilities, specifically with a combination of physical, cognitive and communication impairments, asking: How do children with multiple disabilities experience and engage in physical activity in school?