ArticleBehavioral sciences (Basel, Switzerland)2026
Negotiating (Mis-)Recognition in Physical Education: Interactions Between Teachers and Students with Special Educational Needs in the Area of Emotional and Social Development.
Article in Behavioral sciences (Basel, Switzerland), 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
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Abstract
For students with Special Educational Needs in their Emotional and Social Development (SEN-ESD), school interactions can intensify distrust in adults or foster corrective relational experiences. Physical Education (PE) presents a dual-natured context for this group: while curricula promote social-emotional skill development, students are particularly dependent on sensitive teacher interactions. Yet, no study has examined how recognition, as the prerequisite for inclusion, is negotiated in these teacher-student interactions. This Grounded Theory study reconstructed these negotiation processes and explains them through a Honneth-Prengel recognition framework. Using an iterative design, we conducted and analysed semi-structured interviews with 18 PE teachers and 22 students with SEN-ESD in German regular secondary schools until theoretical saturation. Constant comparative analysis and iterative open and axial coding revealed the dimension of
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