Neurodiversity and mental health: here’s what we’re doing about it
At Tie-Dye Drama (TDD), we are comfortable in the knowledge that drama has the potential to boost well-being, build confidence and enhance creativity. We believe this to be the case for all of our participants, regardless of their experience or ability. We thrive on creating equality focused and neurodivergent supportive spaces which aren't confined by set expectations, limitations or right or wrong answers. In these spaces, participants have the opportunity and freedom to express themselves however they feel comfortable and are safely stretched to push themselves if and when they are ready.
TDD has recently begun partnerships with two Special Educational Needs (SEN) and neurodiverse organisations: TCES and Kisharon Langon. I (TDD’s Lead facilitator) have loved bringing the good kind of drama to these settings. I have left the workshops feeling inspired, reflective and privileged to be able to do this work.
My 3 takeaways (so far):
Stay curious and interested
One of the main joys in this work is that I am able to connect and work with such a diverse range of young people. They are their own unique characters and it is humbling to be able to observe and facilitate their journeys in self expression. As a facilitator, planning and adapting sessions according to group interests and needs, I am aware of the importance of remaining present with the participants and staying curious to their thoughts, ideas and questions. (This is something I struggled with in the past when I was a primary school teacher, always feeling rushed or having to adhere to curriculum plans, so I’d be interested to hear from current teachers on how you are able to achieve presence and curiosity amidst the ongoing education demands!) I find that these moments of curiosity and connection lead to such magical moments in the workshop and final sharing performances and reflection. An example of this was chatting to an autistic participant during a break and listening to him relay his love of aeroplanes and models. This conversation then sparked the idea between myself and the participant to involve this setting in his group’s sharing performance. The participant was able to use his knowledge and interest within the scene and he was even inspired to direct and support his fellow scene-makers.
Society does not always provide the time, space or interest to see or hear those who are neurodiverse, but Tie-Dye Drama is committed to using drama to grant our participants these opportunities.
‘It was really enjoyable and different to what we have done in the past… Very inspiring’
Teacher, TCES North West London
‘Tie-Dye drama delivered a well thought out, inclusive, fun, and interactive workshop for our SEN youth club’
Informal Educator, Kisharon Langdon: The Jewish Learning Disability & Autism Community
credit: Tiny Buddha Calm Mind
2. Keep calm and adapt
In the above settings, staff or the participants themselves shared the challenges they would face in accessing the workshop. This was presented in various ways: avoidant behaviour such as sitting away from the main group or trying to leave the space, disruptive behaviour such as calling out or distracting others and passive behaviour such as closing themselves off from the rest of the group. In these moments it is challenging but important to adapt to the needs of the group where necessary, whilst keeping authentic and remaining a consistent, calm presence. There is no point clinging on to pre-written plans if it feels like a struggle to push against the group dynamic. This is where practice and experience comes in use. When faced with an obstacle, I’ve found it helpful to draw upon the Tie-Dye Drama game bank with methods to engage, focus, motivate or energise. This took place during TDD’s trademark Question of the Day (a fun and thoughtful question which the group can answer in turn. This question often plants a seed for the session’s focus or theme). Initially, participants in one group seemed enthusiastic and so I embarked upon an activity that would require participants to answer whilst sitting in the circle. Not long into this exercise, I could see that this was not going to work: there was too much pressure for the participants to answer in this format. I have found that being honest and open (without pandering and apologising) is the best way to go about engaging with participants (particularly neurodiverse): their honest truth will soon call you out if they think you’re hiding something! I told them that I hadn’t quite got the mood and rhythm right for the game, but had a new method instead which involved the participants moving around the room to answer questions and respond in groups, without the spotlight being on them. It worked a treat and even added an element of competition!
‘The facilitator was highly skilled and an excellent role-model for our attendees’.
Informal Educator, The Jewish Learning Disability & Autism Community
‘Perfect for the needs and preferences of our students… The session was relaxed, refreshing and inclusive’
Teacher, TCES North West London
Illustration credit: Mighty Well
3. Never underestimate participants’ capabilities
The magic of the drama space means that in the first minute of a workshop you could be desperately hyping up a simple clapping game for participants to get involved in, and the last minute of the same workshop be fighting back tears as you applaud the participants for performing a combination of self-devised and improvised scenes back to their peers and staff members. During a pre-pandemic workshop, TDD worked in an SEN Post 16 setting where the group included some highly anxious students, one of whom also displayed signs of selective mutism. Neurodiverse young people are three times more likely to have a mental health difficulty than their neurotypical peers. Mentally Healthy Schools neurodivergent pupils may be particularly susceptible to mental health problems due to social expectations and a lack of support, respect and understanding. It was therefore of the utmost importance that we as facilitators met this student with empathy and supported them though the workshop, acknowledging their presence and contributions without ever dismissing them. This safe-space environment contributed to the young person finding her inner confidence and it was very powerful and moving watching her contribute to discussions and ideas on the workshop’s theme of mental health and finally go on to speak and perform in the sharing performance. Think of emotions similar to an absolute favourite of mine, when Musharaf “finds his voice” in Educating Yorkshire (Another moment where the combination of the arts, role-model support and care can help a young person to flourish).
‘[The workshop] Was very interactive and our challenging students engaged well’.
Teacher, TCES North West London
‘The young people had such a good time, and drama is often one of the activities that they find more difficult’.
Informal Educator, Kisharon Langdon: The Jewish Learning Disability & Autism Community
Tie-Dye Drama looks forward to its ongoing collaboration and partnership with TCES and Kisharon Langdon and using drama to allow their participants to continue to thrive.
If you are interested in booking a Tie-Dye Drama workshop, please get in touch! We’d love to hear from you!
Send us a message through our contact form or via email on hello@tiedyedrama.co.uk
