“Where the h*ck are we going to get a real dragon from?” A mixed methods study investigating gender differences of playtime behaviours of autistic children in mainstream primary school

Abstract

Play is a human right and a vital part of development, highlighting the importance of school playtime. Play is considered an area of fundamental difference for autistic children, which may present differently in autistic boys and girls. Previous research has rarely explored what children want from their playtime or examined whether this aligns with their actual play behaviours, while also accounting for potential gender differences. Accordingly, this mixed-methods study investigates what autistic boys and girls want from their playtime, examines whether this reflects their actual play behaviours, and explores gender differences in these behaviours and experiences. Findings suggest participants wanted agency over what they played with, access to plenty of resources, specific conditions for play, and the presence of others. Autistic boys tended to want peers to play a game with, whereas autistic girls preferred a small group of classmates to play alongside. Observational data tentatively suggest autistic girls spent most of their time in solitary play or joint engagement, while autistic boys were more likely to engage in games or solitary play. Interestingly, differences between observed playtime behaviour and participants’ descriptions of their ideal playtime were identified. A clearer understanding of these gendered patterns can help schools design varied play spaces and opportunities that reflect autistic children’s diverse preferences, supporting agency, inclusion, and wellbeing.

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Identifiers

ORCID for Rebecca J. Ward: orcid.org/0000-0001-7703-8670

ORCID for Henry Wood-Downie: orcid.org/0000-0003-4965-7778

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