Including children’s voices in a neurodiversity‑affirming theatre program
Background: Social connection is important, yet traditional social skills programs are criticised for encouraging autistic young people to mask their natural ways of interacting. This has led to growing interest in neurodiversity affirming approaches that support connection and self-expression. Theatre programs may offer one such approach, though evidence remains limited. A community theatre program centres on a supportive troupe environment where ideas are welcomed, mistakes are celebrated, and participants collaboratively create and perform original theatre focused on enjoyment and connection.
Aim: This study examined autistic young people’s goals and experiences within a community theatre program compared to those of their parents.
Method/approach: Thirteen autistic young people and their parents completed questionnaires before and after program participation. Both groups rated the importance of a range of potential goals (e.g., having fun, building confidence, feeling comfortable talking with others) and provided ratings of young people’s performance related to these goals. Ethics approval was granted by La Trobe University.
Results/findings: Parents generally placed greater importance on goals related to confidence, self-esteem, making friends, and interpersonal skills, whereas young people prioritised enjoyment, self-expression, and social comfort. Agreement between priorities was low. Despite these differences, both groups reported improvements in young people’s comfort initiating conversations with unfamiliar people following participation.
Conclusion: The findings underscore the importance of centring autistic young people’s voices in the design and evaluation of community programs and suggest that neurodiversity affirming theatre may support well-being and social participation in authentic and meaningful ways.
Implications for children and families: You and your child may experience greater benefits when your child’s interests, goals, and feedback are listened to. Programs that centre young people’s voices are more likely to feel enjoyable, meaningful, and supportive of well-being.
Implications for practitioners: You should actively consider autistic young people’s goals and feedback when designing and evaluating programs, as centring their voices promotes autonomy, well-being, and authentic participation.
Keywords: neurodiversity‑affirming practice, disability inclusion, autistic children and young people, community theatre, inclusive community programs
This presentation relates to the following United Nations Sustainable Development Goals: