An ethics of care approach to promoting social wellbeing in Irish primary physical education

This paper explores the integration of care-focused practices in physical education (PE) by an Irish primary school teacher to enhance children’s social wellbeing. Through a five-month autoethnographic self-study involving sixteen PE lessons, the research draws on qualitative data sources. The findings highlight the teacher’s dual role as educator and researcher, revealing how a commitment to care fostered collaboration and social engagement. The findings underscore the complexities and benefits of being a teacher role model, encouraging and listening to children’s voices, balancing child autonomy with teacher guidance, acting as a facilitator, and the potential of co-creating expectations. The study offers insights for educators on implementing care-oriented approaches in PE that prioritise relationship building and a socially enriching learning environment.