Author(s): COULBECK, V., GOLLISH, S., RYAN, S., SABISTON, C., Institution: UNIVERSITY OF TORONTO , Country: CANADA, Abstract-ID: 1985

School-based sport serves as a critical gateway to lifelong physical activity, athletic development, and future sport involvement. However, persistent disparities in participation rates and access continue to hinder engagement among girls and gender-diverse youth. This study investigates systemic barriers in schools in Ontario, Canada. This study analyzed survey data from 160 students (ages 5–18, M = 12.12, SD = 3.44 years) and 59 school leaders including school principals (21.3%) and physical education teachers (47.5%). Descriptive statistical analyses were conducted to examine gender-based differences in sport participation rates, perceived barriers, and structural limitations within school settings. Thematic analysis of qualitative responses provided insight into institutional challenges and facilitators of gender-inclusive sport environments. Based on the findings, a significant gender gap in participation was observed with 41% of girls meeting physical activity guidelines compared to 53% of boys. Moreover, just 29% of girls participated in varsity sports, despite equivalent program offerings, highlighting the existence of non-structural barriers that need to be further understood (e.g., perceived competence, social norms, and psychological deterrents). Notably, 25% of girls and 66% of gender-diverse youth reported actively avoiding physical education classes due to discomfort, anxiety, or lack of enjoyment, pointing to a misalignment between curricular physical education and students engagement needs. Structural barriers further constrain access to school-based sport as a developmental pathway. For example, 80% of school leaders reported that the school provided equal opportunities for physical activity, and less than 40% indicated active efforts to create more inclusive environments for girls. Additionally, 31% of girls cited menstruation as a direct barrier to participation, yet institutional accommodations (e.g., flexible uniform policies, period-friendly resources) remained inconsistently implemented. Limited off-hours access to gymnasiums (reported by 50% of schools) and restricted availability of sport equipment (33%) further narrowed the scope for skill development and continued participation beyond mandatory physical education. The underrepresentation of women school leaders in coaching and sport leadership roles was identified as a key barrier to program inclusivity. Furthermore, only 55% of secondary school administrators perceived gender equity in sport scheduling and resource allocation, highlighting persistent disparities shaped by institutional and cultural dynamics beyond opportunity provision. Based on these findings, recommendations for creating a more inclusive sport system will be discussed, focusing on strategies that can enhance access and engagement for all students. School sport experiences can be foundational to increased participation in physical activity across the lifespan and need to be fostered.