As a child, Liam Kelly found everyday conversations incredibly difficult. Asking for help, speaking to unfamiliar people or simply finding the right words could feel overwhelming. But give him a character to play and a larger-than-life American accent and, suddenly, everything changed.
“I remember one improvisation exercise where I became this rather extravagant cowboy with a full Southern American accent,” recalled Liam. “I don’t think anyone knew where it came from, least of all me! But suddenly I was speaking confidently and completely throwing myself into the role.”
Liam is autistic and experienced what he now recognises as selective mutism growing up, although it was never formally diagnosed. Drama gave him a way to communicate without the pressure he felt when speaking as himself, gradually helping him develop confidence that would shape his future.
After more than a decade working in education, predominantly in special educational needs (SEN) settings, Liam now helps other children discover their own ways to express themselves. Having progressed from teaching assistant to Head of Drama, he began developing accessible teaching resources when existing materials didn’t always meet his pupils’ needs.
Today, as SEN Training Facilitator for children’s drama academy Drama Kids, he trains teachers across the UK to make classes more accessible for children with additional needs.
Here, Liam shares five ways parents can help children feel more comfortable trying new activities and building confidence at their own pace.
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Don’t mistake watching for not wanting to join in
Some children can’t wait to get stuck into something new. Others prefer to hang back, take everything in and work out what’s going on before they feel ready.
If your child spends their first session watching from the sidelines, don’t assume they’re not enjoying themselves. For some children, simply being in the room and observing is a valuable first step.
Look for activities where children can join in without being put on the spot. Holding a prop, copying a gesture or taking part alongside an adult can all help them feel involved, even if they’re not ready to speak.
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Make the unfamiliar feel familiar
Sometimes, the hardest part of trying something new is all the uncertainty surrounding it. Who will be there? What happens first? What if something goes wrong?
Before a new club, ask what the session involves, show your child pictures of the venue if they’re available or practise the journey together.
It’s also worth finding out whether the club uses a familiar routine. Knowing what comes next, particularly when moving between activities, can help children who find sudden changes difficult.
At home, you could even act out arriving at the club and meeting the teacher. Keep it playful, though. The aim is to take some of the mystery away, not give your child another thing to get right.
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Find different ways to communicate
Not every child finds it easy to put their thoughts into words. But that doesn’t mean they have nothing to say.
Movement, gestures, facial expressions and imagination can all help. Try acting out different emotions or animals without speaking, or let your child choose a favourite character and make up a story together.
Props and puppets can be particularly useful for children who find direct conversations difficult. They offer a way to explore ideas without feeling like every word or action is being watched.
And remember, communication doesn’t always have to be verbal. Giving children different ways to express themselves can help them feel heard without the pressure to speak.
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Don’t be afraid to ask for adjustments
Sometimes, a child doesn’t need a different activity. They simply need a different way to take part.
Ask how staff explain activities to children who struggle with spoken instructions. Do they demonstrate what to do, use pictures or gestures and allow enough time for children to process information?
These small changes can be particularly helpful when a child is trying to follow several instructions at once. Showing them the first step is often far more useful than repeating the whole explanation.
Share what works at home, too. The more a club understands about how your child learns and communicates, the easier it is to help them get involved.
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Celebrate the little victories
It’s natural to hope a new activity will help your child make friends, grow in confidence or discover a new talent. But sometimes the moments worth celebrating are the ones nobody else would notice.
Perhaps your child has stayed for a whole session, joined a game without prompting or found a way to express something they’d been struggling to communicate.
Try not to measure success by whether they perform, speak up or keep pace with everyone else. Enjoying themselves and feeling included are achievements worth recognising, too.
And remember, progress isn’t always a straight line. A child might happily join in one week and need more reassurance the next, and that’s perfectly okay.
Every child deserves the chance to discover what they enjoy without feeling they have to meet someone else’s expectations. Sometimes the biggest step forward is simply finding somewhere they feel comfortable enough to give something a go.
To find out more about Drama Kids, visit the website.
