EXPLORE IT .
Experiential Game-Based SEL for Neurodivergent Learners
A multi-modal, roleplay-driven learning ecosystem for emotional regulation, teamwork, and conflict resolution
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Challenge
The middle school community was experiencing escalating disengagement, dysregulation, and repeated social conflict. A large population of neurodivergent (diagnosed and undiagnosed) students lacked differentiated learning, emotional regulation tools, or safe opportunities to practice real social skills.
This created school-wide effects:
- Classrooms became dysregulated and hard to teach in
- Students internalized failure
- SEL programs were too clinical, abstract, or patronizing
- Anxiety about school rose sharply
- Students lacked authentic practice for friendship, teamwork, and conflict resolution
Behind the scenes, the structure of the school was failing these kids.
I wanted to build a system where neurodivergent learners could thrive, not feel managed, and that learning could be joyful, relevant, collaborative, and built around what they love.
My Role
I designed and ran an experiential, game-driven SEL program built from scratch.
This included:
- Game-based curricula
- Custom RPG-inspired social learning structures
- Weekly small-group interventions
- A full video-game design workshop
- Behavior tools tied to game logic
- Roleplay-based restorative interventions
- High-engagement activities designed for emotional safety and belonging
I wrote every activity, built every tool, facilitated every session, and iterated continuously based on student data and teacher feedback.
Learning
Experiences
Designed
These were components of a cohesive learning ecosystem driven by narrative, game mechanics, natural consequences, and collaboration.
Core Experiences
1. The Social Dungeoneer
2. 5-Minute Dungeons (resource used)
A board game and speed-based team challenge, modified to fit the needs of these students, that trains:
- Regulation under pressure
- Turn-taking
- Frustration tolerance
- Collaborative problem-solving
3. Dialogue & Decisions
A metacognition tool that teaches how conversations branch, just like dialogue trees in games.
Students map emotional choices, possible outcomes, and repair strategies.
4. Questing System
A behavior and regulation tracker framed as quests:
- Daily objectives
- Self-regulation cooldowns
- XP for targeted behaviors
5. Herd Mentality (resource used)
- A board game used to teach theory of mind – thinking about what others might think
6. Here to Slay (resource used)
- Used to safely scaffold emotional tolerance around losing, competition, and disappointment
7. Flagship Experience: Dungeons & Dragons SEL Groups
The powerhouse of the program.
A biweekly campaign in which 4 students learn:
- Teamwork
- Communication
- Trust
- Self-regulation during high-emotion moments
- Collaborative storytelling
- Empathy
Every session is an SEL masterclass disguised as an epic adventure
8. Video Game Design Workshop (1 week annually)
Designed for students who could not neurologically tolerate other electives. They thrived here.
Students learned:
- Level design
- Feedback loops
- Character motivation
- Systems thinking
- Iteration
- Hands-on experience in UE5, Scratch, RPG maker, Unity, and more
Artifacts
4-6 total
D&D Character sheets
Student dungeon map or quest logs
Dialogue tree worksheets
Photos from the game design workshop
Slides from SEL game crossover lessons
Behavior tracker
Video clip optional…!
Impact
- Students with no friends by fall named multiple friends by spring
- Neurodivergent students reported feeling seen, competent, and good at something at school
- SEL skill uptake skyrocketed because students practiced them authentically
- Dramatic reduction in conflict intensity and frequency
- Conflicts resolved faster using D&D metaphors and teamwork parallels
- Students developed a healthier emotional vocabulary
- Classroom teachers praised how students carried new communication habits into academic settings
- Students begged for sessions
- Laughter from the sessions echoed the halls – teachers commented weekly
- Students who typically shut down became leaders in collaborative play
- Multiple grade groups requested their own groups
- Teachers referenced D&D teamwork moments during real-life conflict mediations
- The program reframed neurodivergent students as capacity-rich, not challenging
- The overall school climate improved through joy, belonging, and agency
Case Study
Summary
Transforming regulation, relationship skills, and school belonging through play, narrative, and collaborative role-play.
I created a comprehensive game-based SEL ecosystem designed specifically for neurodivergent middle school students experiencing significant social, emotional, and behavioral challenges. Using role-playing games, cooperative board games, narrative logic, and custom-designed learning tools, I built a high-engagement intervention model where students practiced teamwork, emotional regulation, and conflict resolution in a phsycologically safe space. The program included conflict resolution RPG values, metacognitive dialogue tools, a quest-based behavior system, and a full Dungeons & Dragons curriculum that became the most beloved learning experience in the school. The impact was profound: students formed friendships for the first time, conflict intensity decreased, emotional vocabulary expanded, and classroom culture meaningfully improved. This work illustrates how game design, restorative practices, and neurodiversity-affirming instruction can create transformational learning environments.