CHILDHOOD OBESITY AND PHYSICAL EDUCATION: WEIGHT STIGMA, PEDAGOGICAL APPROACHES, AND INCLUSION IN SCHOOL SETTINGS. A NARRATIVE REVIEW

Konstantinos D. Tambalis, Sotiria Alexopoulou, Georgia Lioliou, Mirto Manara, Evagelia Paraskevadaki

Abstract


The present study examines childhood obesity as a complex biological, social, and educational phenomenon, emphasizing the role of Physical Education (PE) in shaping perceptions of the body and health. It highlights that the dominant biomedical approach and the widespread use of the Body Mass Index (BMI), although extensively adopted, present significant limitations, as they fail to capture biological diversity and often lead to inaccurate classifications and stereotypical assumptions. The literature indicates that a weight-centered approach in school Physical Education may reinforce stigmatization, bullying, and social exclusion among students with larger bodies, negatively affecting their self-image, mental health, and participation in physical activity (PA). Weight stigma emerges as a critical factor that is more strongly associated with psychological consequences than body weight itself. At the same time, the study underscores the decisive role of teachers of PE and the broader pedagogical context. Educators’ attitudes, expectations, and instructional practices may either reproduce stereotypes or promote inclusion. Particular emphasis is placed on critical pedagogical approaches, including critical obesity pedagogy and fat pedagogy, which challenge the pathologization of the body and advocate for destigmatization, body diversity, and social justice in education. Furthermore, the study highlights the importance of intersectionality, demonstrating that weight stigma is not experienced uniformly but is influenced by factors such as gender, social class, race/ethnicity, sexuality, and disability, thereby intensifying educational inequalities. Overall, the study proposes a pedagogical reconceptualization of PE, moving away from practices centered on body surveillance and comparison and toward an inclusive model that emphasizes participation, enjoyment of movement, and acceptance of all students. It also stresses the need for PE teacher professional development and the revision of school practices and policies so that PE may function as a space of equality, support, and pedagogical justice.

Keywords


physical education, sport pedagogy, obesity, school, children

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References


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DOI: http://dx.doi.org/10.46827/ejes.v13i8.6918

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