Helping pupils with Down syndrome to thrive in PE and breaktimes

PE and breaktimes can be moments of joy, confidence and connection, but they can also be challenging for pupils with Down syndrome, especially when the environment, expectations or pace don’t quite match what they need. In this article, Occupational Therapist Ashleigh Dick explores practical ways to boost participation and enjoyment by looking at the whole picture: the pupil, the environment and the activity.  

Creating the right conditions for success in PE 

Supporting pupils with Down syndrome to feel confident and capable in PE starts long before the lesson begins. Many pupils will arrive at PE already tired from transitions, previous lessons or the effort of getting changed. The pupil’s arousal level may not match the activity ahead, which can make engagement harder. Simple adjustments can make a big difference: 

• Allow pupils with Down syndrome to get changed earlier. 
• Offer a quiet transition into the hall. 
• Use the end of the previous lesson as a regulation break to help the pupil start PE in the right state for learning.  
• Pre-teach key motor skills outside of the PE lesson so pupils can join in with greater confidence. 

Shaping the environment 

The physical and sensory environment plays a huge role in how pupils participate. Loud echoes, bright lights, strong smells or busy spaces can all be overwhelming. Think about:  

• Using soft furnishings to reduce noise and soften sounds. 
• Adjusting blinds and window coverings to manage sunlight. 
• Opening windows to clear smells. 
• Allowing the pupil to wear comfortable kit for PE.   

Social dynamics matter too. Pupils benefit from enthusiastic staff, positive role models and opportunities to work alongside peers and siblings. It is really important to value each pupil’s current skill set and offer encouragement that stretches them without overwhelming them. 

Making activities accessible and motivating 

Sometimes the activity itself is the barrier. If it sits too far outside a pupil’s zone of proximal development, participation becomes difficult and curriculum content can move on just as the pupil is beginning to master it. Make activities accessible by: 

• Adjusting size, distance or complexity so the pupil can experience success. 
• Breaking tasks into smaller parts. 
• Revisiting previous games. 
• Using bright, multisensory materials to support engagement.  
• Providing access to free‑play equipment outside of PE to give the pupil time to explore skills at their own pace. 
• Including team games so the pupil can learn how to work as part of a team and develop social skills.  
• Taking a step back where possible and offer subtle support only when needed. 

Supporting meaningful breaktimes 

Breaktimes are another opportunity to build confidence, independence and social connection. Small adjustments here can transform the whole breaktime experience, such as: 

• Encouraging the pupil to plan their break: “What does my body need me to do during breaktime?” and “Who to play with?” 
• Supporting the pupil with self-care skills before reaching the playground.  
• Offering both quiet spaces and active options to help the pupil choose what they need.  

Bringing it all together 

Research consistently shows the environment and occupation facilitate success, the onus is not solely on the pupil. So by considering the pupil, the environment and the occupation together, we can create PE lessons and breaktimes where pupils with Down syndrome feel ready, motivated and able to take part.  

If you’d like more practical strategies, resources and training for your school, take a look at DSUK’s Primary Education Programme.