Thinking of physical education (PE) as "education through the physical" provides adequate opportunities for enhancing necessary life skills such as developing communication and cooperation strategies with peers and helping them set goals. To advocate life skills among students, social inclusion (SI) should be employed in different settings. Within the context of PE, SI leverages healthy social interaction. Hovdal et al. (2021) capitalized on this interest by examining students' experiences and learning regarding SI in team activities and how the PE teacher enhanced that process. Specifically, their study sought to answer the questions: Do students' experiences of and behavior toward SI help them to comprehend the reason "why" (cognitive and social) they want (emotional) to pass a ball to peers in team activities? and How do teachers facilitate the learning of SI among students?