Lessons From a Strengths-Based Arts Mentoring Program for Autistic Youth
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. https://doi.org/10.1111/1440-1630.12980
Introduction
Strengths-based approaches are increasingly recognized as essential in youth development, yet few studies examine how these approaches operate within creative mentoring contexts. Lee and colleagues (2024) investigated a community-based digital arts mentoring program for autistic adolescents, centering mentors’ perspectives to identify core elements that support positive youth development. The study responds to persistent gaps in outcomes for autistic youth by shifting focus from remediating deficits to cultivating interests, identity, and connection.
Methods
Using an interpretive phenomenological approach, researchers conducted 13 in-depth interviews with six mentors who facilitated a 20-week digital arts program for 18 autistic adolescents aged 11–17. Data was analyzed using Colaizzi’s seven-step method, allowing rich exploration of mentors’ lived experiences. Mentors brought diverse artistic backgrounds and many had lived experience with neurodivergence, enhancing ecological validity.
Results
Mentors identified five core elements as essential to program success:
- positive connections
- mentor knowledge and experience
- mentoring approaches
- autism education
- program organization, resources and environment
The primary themes were supported by subthemes spanning positive connections (three), mentoring approaches (four), and program organization, resources, and environment (three).
Discussion
Findings highlight mentoring as a relational, adaptive practice rather than a prescriptive teaching role. Shared interests fostered trust and belonging, while flexible structures and sensory-responsive environments enabled sustained engagement. Autism-specific training and ongoing mentor collaboration further strengthened program effectiveness, aligning with positive youth development principles.
Implications for Mentoring Programs
Mentors should have session be lead off of youths’ interests and choices, and focus on build relationships with mentees over results. Programs should consider building flexibility into structure and environment, as well as provide autism-informed training and peer support for mentors.
Read the full paper here
