Using interest-based group activities to foster school engagement for a child with autism and severe anxiety

A primary school-aged boy diagnosed with autism and severe anxiety exhibited profound school refusal behaviours, rarely leaving his house and only venturing out with a parent close by. His transition into a group program at World of Minecraft illustrated significant progress in social, emotional, and behavioural domains over three terms.

The student’s refusal to attend traditional school settings stemmed largely from his autism and significant anxiety, which manifested as a strong need for parental proximity and isolation from peers. Initially, when attending World of Minecraft, he sat directly beside his mother or father, requiring them to remain in eyesight throughout all activities. His participation was characterized by limited speech and a lack of collaboration with others. Nevertheless, he showed a desire to be within the same physical space as other children, often smiling when they were laughing and attempting to share or decipher their emotions, a sign of emerging social interest.

Over two terms, incremental changes were observed in his behaviour. While he remained non-verbal and engaged in tasks independently, his physical proximity to others increased. He progressed from sitting solely with his parent to moving closer to peers and the teacher, demonstrating growing comfort and confidence. This period saw a critical shift: while he worked in parallel rather than in groups, he began choosing to be nearer to peers and staff, subtly participating by observing and emotionally reacting to group dynamics.

By the conclusion of the third term, significant milestones were achieved. The child transitioned from working independently to joining the teacher’s shared Minecraft world alongside other students. He initiated brief conversations and began collaborating, albeit minimally, actively sharing his creations and ideas. This was a marked improvement in trust and willingness to interact with others in a group setting. Importantly, his path to engagement honoured his need for autonomy; progress occurred at his own pace, fostering greater self-confidence.

Currently, the student attends group sessions independently, with his parent remaining in the waiting area rather than within eyesight in the room. He is notably enthusiastic to showcase and discuss the structures he’s crafted in Minecraft, actively participating in group activities and social exchanges. His journey underscores the importance of tailored, interest-based interventions, patient support, and gradual exposure for children with autism and anxiety.