Insights from a Digital Arts Mentoring Program for Autistic Adolescents
Lee, E. A. L., Milbourn, B., Afsharnejad, B., Chitty, E., Jannings, A.-M., Kealy, R., McWhirter, T., & Girdler, S. (2024). “We are all bringing, like a unique sort of perspective”: The core elements of a strengths-based digital arts mentoring program for autistic adolescents from the perspective of their mentors. Australian Occupational Therapy Journal, 71(6), 998–1014.
Introduction
As strengths-based approaches gain momentum in autism interventions, understanding how mentors support autistic adolescents through creative programs has become increasingly critical. Using a qualitative design, Lee and colleagues (2024) explore the essential elements of a digital arts mentoring program for autistic adolescents to identify the relational, educational, and environmental factors that contribute to program success.
Methods
The study utilized an interpretive phenomenological analysis approach, drawing on Colaizzi’s seven-step method. Six mentors (four female, two male) aged 23–49 participated in 13 individual interviews conducted at the end of each school term. Mentors had backgrounds in education, media, fine arts, and lived experience with neurodivergence.
The digital arts program spanned 20 weeks across two Australian school terms and engaged 18 autistic adolescents aged 11–17 years. Weekly 2.5-hour sessions involved activities such as drawing, digital animation, and mixed media art, integrated with opportunities for peer interaction. Mentors completed autism awareness training prior to the program.
Results
Five primary themes emerged from the data:
- Mentors emphasized positive connections, describing how relationships between mentors and mentees, mentees and peers, and among mentors themselves facilitated confidence, collaboration, and social engagement.
- Mentor knowledge and experience were critical, with mentors drawing on prior experiences with neurodiversity or disability to adapt their approaches.
- Autism education provided essential preparation. Mentors consistently identified the value of autism-specific training in equipping them to engage sensitively and effectively with adolescents.
- Mentoring approaches centered on flexibility, including one-on-one mentoring, allowing autonomous choices, adjusting mentoring styles, and exercising patience.
- Program organisation, resources, and environment underpinned the program’s success. Mentors praised the inclusive physical space, availability of diverse materials, and supportive sensory accommodations.
Discussion
Shared interests between mentors and mentees were particularly important for building rapport and sustaining engagement. Mentors’ ability to adapt their styles to individual adolescents’ needs was foundational, underscoring the importance of autism-specific training and a non-directive, youth-centered approach. The provision of sensory-friendly, well-resourced environments aligned with broader frameworks emphasizing environmental supports for autistic individuals.
Implications for Mentoring Programs
Programs should aim to prioritize mentor training in autism, foster mentor-mentee matching based on shared interests, and create sensory-friendly, flexible environments. By centering strengths and autonomy, mentoring initiatives can promote confidence, engagement, and social development for autistic youth.
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