This literature review aims to synthesize and analyze the existing research on students’ perspectives of student engagement, specifically in gender-inclusive secondary school physical education (PE) classes. A comprehensive review was conducted of over 30 peer-reviewed scholarly articles, all of which were published within the last decade. These articles were systematically sourced from the Education Resource Information (ERIC) database. The study systematically examines peer-reviewed articles to identify themes and patterns in students' experiences and perceptions of gender inclusivity within PE settings. Key findings highlight the importance of inclusive practices in fostering a supportive and equitable learning environment where students of all genders feel valued and motivated. The review identifies several factors influencing engagement, including curriculum design, teacher attitudes, peer interactions, and institutional policies. It also addresses barriers to engagement, such as gender stereotypes, lack of representation, and discriminatory practices. By providing a comprehensive overview of the current state of research, this literature review underscores the need for ongoing efforts to enhance gender inclusivity in PE. Results of this ongoing study suggest important directions for future research to better understand and support student engagement in gender-inclusive physical education spaces.

Keywords: Physical education, student engagement, gender inclusivity, quality physical education.