Press B to Belong: Experiences of Neurodivergent Participants Co-op Gaming

Neurodivergent children continue to encounter social environments in which their communication styles, sensory needs, interests and ways of relating are misunderstood or positioned as deficits requiring correction. In response, neurodiversity-affirming approaches to social capacity building seek to create conditions for authentic participation, agency and belonging rather than conformity to neurotypical expectations. This qualitative study explored the experiences of neurodivergent children and neurodivergent adult facilitators participating in Next Level Collaboration, a cooperative digital gaming program designed to support collaborative problem-solving, self-advocacy and social connection through shared play. Semi-structured group interviews were conducted with child participants aged 8–15 years and adult facilitators, and analysed using reflexive thematic analysis. Three interrelated themes were developed: lived experiences shaping values; conceptualising and enacting neurodiversity-affirming practice; and the priorities of neurodivergent children and facilitators within cooperative gaming environments. Findings indicate that cooperative video games, when embedded within an affirming and well-supported program culture, can provide meaningful opportunities for neurodivergent children to express themselves, build friendships, develop collaborative capabilities and experience belonging through shared interests. The study highlights the importance of centring neurodivergent children's perspectives in the design and evaluation of social programs, arguing that successful social capacity building should be measured not by conformity, but by the extent to which environments enable children to connect, participate and belong as themselves.