A game that relies on chance and a roll of the dice is becoming something far more intentional and meaningful at Trent University Durham GTA: a space where neurodivergent youth are finding connections and a renewed sense of self. 

Led by Jonathon Smith, a Master of Science in Psychology student, his Dungeons & Dragons (D&D) program has evolved from a small campus club into a growing research initiative examining how shared-interest environments can support social inclusion. Designed for youth aged 13 to 18, the program brings participants together not to “learn” social skills, but to build relationships through organic play over prescribed interaction.  

D&D is a role-playing game that creates a welcoming space for collaborative, make-believe storytelling, and in Jonathon’s program, that experience is guided by EMBER—a framework centred on empowerment, mentorship, belonging, engagement, and respect.  

“I’ve been a lifelong player of D&D, and being neurodivergent, it was always a way I could express myself and try things I wouldn’t normally be comfortable with,” says Jonathon, who began the program while pursuing his bachelor’s degree as a joint major in Child & Youth Studies and Psychology at Trent Durham. “The way we run the program, youth choose the experiences they want to have. They set the limits, and that creates a space that feels comfortable.” 

The need for an affirming space for neurodivergent youth is clear. Neurodivergent youth often face higher rates of social isolation, with lasting impacts on mental health. Traditional interventions can struggle to translate into real-world connections.  

“Instead of having the agenda to learn social skills, this program is saying: let’s just socialize and connect,” explains Dr. Alba Agostino, Jonathon’s research supervisor and a professor of Child & Youth Studies at Trent Durham. “We don’t always see those skills transfer to other settings in traditional models. Here, the connection is natural, and it’s immediate.” 

Since its pilot in 2023, the program has expanded from six participants to more than 27 active youth, with over 30 families involved. A qualitative study has already captured increased enjoyment, autonomy, and peer engagement among participants, while a quantitative phase is now underway to further assess outcomes. 

For families, the impact is personal and immediate. Tanya Lafontaine has watched the change in her son Elliot who has spent three years in the program.  

“Before this, it was like watching my kid disappear,” she says. “Now he’s singing again, telling stories. It feels like having my kid back.” 

For Elliot, the difference is simple but profound: “I usually struggle to talk to people, but with this group it’s different. This felt like a place where I belonged.” 

As the research continues, the focus is widening beyond D&D itself. The game may be the entry point, but the principles behind it—the EMBER model, youth agency, shared experience, and respect—are what hold potential for broader application in programming for neurodivergent youth.  

The program has been generously supported by the Society of United Professionals to help expand community offerings, and a Trent University Research Development Grant to study the benefits of the D&D club. 

Learn more about Trent’s M.Sc. in Psychology and Child & Youth Studies programs.