This dissertation examines teachers’ experiences and opportunities in promoting physical activity among children with physical disabilities in Lithuanian primary schools. The relevance of this study is grounded in the growing global focus on inclusive education, which seeks to ensure equal opportunities for children with diverse needs in all aspects of learning. Despite policy advancements, children with physical disabilities continue to face significant barriers to participating in physical activity, which is vital for their physical health, emotional well-being, and social integration.

The central research problem is formulated as follows: how and why do teachers encourage students with physical disabilities to engage in physical activity, and what challenges do they encounter when including these children in active pursuits?

The aim of the study is to explore teachers’ experiences in encouraging physical activity among primary school students with physical disabilities, as well as to assess the opportunities and challenges involved in this process.

To achieve this aim, a qualitative research methodology was employed. Semi-structured interviews were conducted with primary school teachers who have experience working with students with physical disabilities. This method allowed for the collection of detailed and in-depth insights into practical realities, teaching strategies, and challenges faced in everyday teaching practice.

Findings underscore that physical activity plays a multifaceted role in children's development, contributing not only to improved physical health but also to emotional resilience and the fostering of positive social interactions. Teachers highlighted the importance of adopting playful, creative, and individualized methods tailored to each student's abilities and interests. Verbal encouragement and motivation were identified as key tools for sustaining student engagement, alongside the creation of a safe and emotionally supportive environment. Moreover, collaboration with specialists such as physiotherapists and special education experts was frequently mentioned as critical for effectively adapting activities to meet individual needs. Teacher’s positive attitude and commitment, the supportive role of peers and the broader class community, intrinsic student motivation, the accessibility and suitability of the physical environment, and active involvement of families. However, despite educators’ evident dedication and creative problem-solving, the practical implementation of physical activity programs is often hindered by structural limitations such as inadequate infrastructure, lack of adaptive equipment, and insufficient methodological guidance or professional development opportunities for teachers.

Keywords: Physical disabilities, physical activity promotion, inclusive physical education, primary school teacher strategies, social integration.