Neurodivergent young people can now access a new suite of free, interactive creative resources developed from pioneering research at Kent.
The resources are based on Playing A/Part, an Arts and Humanities Research Council-funded project combining arts and psychology to explore the identities and experiences of autistic girls and young people. The research contributes to a growing body of work recognising the distinct experiences of autistic girls, women and marginalised genders, who have historically been under-recognised and remain comparatively underserved.
Autistic boys are diagnosed far more quickly and frequently than autistic girls. However, research shows that autistic girls often experience more subtle social differences, including masking or camouflaging behaviours and internalised distress. These are frequently missed by diagnostic tools developed using predominantly male samples, contributing to increased risks of anxiety, depression and other mental health challenges.
To better understand these experiences, researchers at Kent, working with the University of Surrey, collaborated with autistic girls aged 11–16 through a programme of participatory creative workshops. Developed with a steering group of autistic women, the project used drama, music, movement, interactive media and creative writing to explore their lived experience in ways that conventional research methods often cannot.
The findings demonstrated how creative, participatory environments can support confidence, agency and wellbeing, while also challenging stereotypes about autism.
As Professor Nicola Shaughnessy, Professor of Performance and Academic Co-Director of the Institute of Cultural and Creative Industries at the University of Kent, explains: ‘Autistic girls’ experiences are often more complex and less visible than stereotypes suggest. Our work highlights their creativity and agency, and through our partnership with Peer Productions we’ve developed peer education resources that are engaging, accessible and grounded in young people’s real experiences.’
Dr Emma Williams, Psychology Lead at the University of Surrey, added: ‘Creative, participatory approaches enabled young people to reflect on their identities in meaningful ways, through mediums they found beneficial and which provided new insights into the significance of sensory experience.’
Building on this work, the team secured follow-on funding to work with youth arts charity Peer Productions to co-create a series of peer education resources with and for young people. These interactive resources are designed to be flexible and accessible, supporting use in schools, at home, or independently, and extend the reach of the research to a wider neurodivergent community. The rising number of home-educated neurodivergent young people are one of the communities expected to benefit from the resources.
Peer Productions’ Artistic Director, Nina Lemon, said: ‘Having worked as a creative practitioner on the live delivery of Playing A/Part, it was a pleasure to have the opportunity to adapt and disseminate the findings of this research in digital form, while also offering a fantastic opportunity for young artists in our team to lead peer-led practice.’
Altogether, the project represents a shift toward more inclusive, creative and participatory approaches in autism research, placing lived experience, creativity and collaboration at the centre of knowledge production.
The resources are now freely available on the the Peer Productions website, offering accessible support for young people, educators and families.