In recent years, social skills curriculum has been increasingly popular in schools as a means of teaching social skills to neurodivergent students. The Social Thinking curriculum was published in 2009, and is still being widely used today, mostly in...
Image description: Five of the “Unthinkable” villains from the Superflex curriculum, including Topic Twistmeister, Body Snatcher, WasFunnyOnce, Glassman, and Rock Brain, that characterize behaviors often associated with neurodivergent people as “unthinkable” and “unexpected.” In recent years, social skills curriculum has been increasingly popular in schools as a means of teaching social skills to neurodivergent students. The Social Thinking curriculum was published in 2009, and is still being widely used today, mostly in elementary school classrooms. These programs often use colorful characters and engaging activities to teach students about social cues, body language, and what is deemed as appropriate behavior in different settings. Although well-intentioned to help students with problem solving and self-regulation strategies, this curriculum can have the opposite effect for neurodivergent students who see their own natural behaviors and traits being vilified on a SuperFlex poster being hung in a classroom. As someone who is autistic myself and will soon become a SPED teacher, I have seen many of these posters hung up in classrooms and learning resource rooms, and worry about the messages we are sending to our neurodivergent students.
One aspect of the Social Thinking curriculum that can be problematic is Superflex and the Unthinkables. Superflex is a social skills program that uses a superhero theme to teach students about social situations. The program introduces the concept of “The Unthinkables,” which are villains that represent different social challenges such as inflexibility, fragile emotions, getting off-topic, moving away from the group, getting stuck on ideas, and using humor at the wrong time or place. The hero of the story is Superflex, or the “Thinkable” superhero who teaches students how to defeat The Unthinkables by using different social skills strategies.
While many students love and relate to superheroes and Superflex can be a fun and engaging tool on the surface, it can actually be harmful for neurodivergent students. Superflex introduces the villainous Unthinkables with, “These unthinkables have been around for a long time and enjoy invading the brains of Social Town citizens! Their goal is to defeat every human brain by getting people to do things that show others that they are not thinking about them.” This statement from Superflex and the Unthinkables can be harmful for neurodivergent individuals because it can promote ableism and negative stereotypes about neurodivergent behavior. By portraying the Unthinkables as invaders of people’s brains and as villains who aim to defeat every human brain, the Superflex curriculum sets up a binary where neurodivergent behavior is seen as abnormal and undesirable, while neurotypical behavior is deemed as the norm. This can create a harmful stigma and ostracize neurodivergent individuals who do not conform to the expected social norms. Additionally, the idea that Unthinkables aim to get people to do things that show others that they are not thinking about them can lead to neurodivergent individuals being blamed for their behavior and viewed as intentionally harming others, rather than struggling with challenges that are beyond their control.
One of the biggest problems with Superflex is how it vilifies neurodivergent behaviors. For instance, Topic Twistermeister is the Unthinkable villain who gets people to “jump off topic,” and is defeated by the “Thinkable,” Tracker the dog. When neurodivergent people communicate, a lot of times there is not one singular “topic,” but sharing of many ideas from lots of topics and special interests! Neurodivergent people may have a tendency to jump between topics during conversations or get fixated on specific interests and topics. These behaviors are not negative or problematic, but rather a natural expression of cognitive and neurological differences. By pathologizing these behaviors, the Superflex curriculum reinforces harmful stereotypes and sends the message that neurodivergent ways of communication are inferior or wrong. Topics in conversation can change all the time, and this is not something that should be shamed or pathologized.
Body Snatcher is the Unthinkable villain who “moves people’s bodies away from the group,” and is depicted as a large vacuum cleaner, and is defeated by the Thinkable hero, Stickwithem, portrayed as a bottle of glue. This villain is especially troubling to me, as it tells students that it is not okay if they are “away” from the group, or want to spend time by themselves. For many neurodivergent students, large groups of people can be overwhelming and stressful. They may need to take breaks and spend time alone to recharge their energy and reduce their anxiety. The Body Snatcher’s depiction as a villain reinforces the message that these students’ needs are not valid and that they must always be part of the group, regardless of their personal boundaries and preferences. This can result in students feeling pressure to conform to social norms, even if it means sacrificing their own well-being and mental health. The idea that it is never okay to be away from the group is an oversimplification that ignores the complexity of social situations. While there may be times when it is necessary to be with the group, such as during a school fire drill or on a field trip, it is also essential for students to establish their own boundaries and take breaks when needed. By discouraging students from establishing their own boundaries and taking care of their own well-being, the Superflex curriculum reinforces harmful stereotypes and perpetuates a culture of conformity and social pressure.
Rock Brain is the Unthinkable villain who “makes people get stuck on their ideas,” and is defeated by the Thinkable hero, Rex Flexinator, depicted as an unnaturally super stretchy, flexible figure. The villain, Rock Brain is portrayed as someone who is inflexible and unable to consider alternative perspectives, which is presented as a negative behavior that needs to be corrected. This portrayal of neurodivergent individuals as being “stuck” in their ideas is not only inaccurate but also harmful. Neurodivergent students may hyper focus, or have a singular passion, idea, or interest that drives and motivates them, and this is not something that should be shamed! Hyper focus can be a natural expression of cognitive and neurological differences, and can be a source of motivation and joy for neurodivergent students. However, this hyper focus is often pathologized and seen as a negative trait, leading to feelings of shame and alienation for neurodivergent individuals. Neurodivergent people are often accused of not being flexible, or for only talking about the things that they are interested in, when for some of us, our singular interests are the way that ground us and help us to interact with and perceive the world. Instead of asking neurodivergent students to stop having “Rock Brain” by focusing on a singular interest or idea, we should learn more about and appreciate the ideas and interests that neurodivergent students have.
The Unthinkable villain, Glassman is depicted as a shard of glass and “makes people have big upset reactions.” One of the problems with Glassman as an Unthinkable villain in the Superflex curriculum is that his behavior of “making people have big upset reactions” can vilify neurodivergent behaviors, such as stimming, sensory overload, and emotional dysregulation. Neurodivergent students may have meltdowns and shutdowns in class over things that their neurotypical peers may view as trivial, but these “small” things, such as a favorite comfort item being lost, a fire alarm going off, a transition to another task out of nowhere, or a sudden change in routine, can be overwhelming for neurodivergent individuals. The portrayal of Glassman as an Unthinkable villain who causes “big upset reactions” can contribute to the stigmatization of neurodivergent behavior and reinforce negative stereotypes about autism, ADHD, and other types of neurodivergence. These behaviors are not deliberate or “attention-seeking,” but rather a way for neurodivergent individuals to cope with overwhelming situations and regulate their emotions.
WasFunnyOnce is depicted as a clown who uses humor inappropriately, causing chaos and confusion. In the fictional world of Unthinkable, the character WasFunnyOnce embodies a villainous force that seeks to disrupt social norms and destabilize social interactions through the use of humor. WasFunnyOnce represents a dangerous threat that compels people to use humor inappropriately, whether it be in the wrong place, at the wrong time, or with the wrong person.
In real life, the ways in which neurodivergent students express themselves can vary greatly from the ways in which neurotypical students do so. This includes their sense of humor, which may not always align with societal expectations or norms. When we consider the ways that neurodivergent students express themselves, including their sense of humor, we must recognize that these expressions may differ from those of neurotypical students. For example, a neurodivergent student may find humor in something that a neurotypical student would not, or may struggle to understand certain types of humor that come naturally to their neurotypical peers. It is important to acknowledge these differences and work to create an inclusive environment that embraces diverse expressions of humor and communication.
Superflex and similar social skills programs perpetuate the idea that neurodivergent behaviors are “unexpected” and wrong. Superflex and many other social skills programs encourage students to identify “expected” and “unexpected” behaviors, with the expectation that students will strive to engage in expected behaviors. However, this approach can be harmful for neurodivergent students, as many of their natural behaviors, such as physical and vocal stimming, talking about a singular special interest, using echolalia, or repeating comforting phrases and sounds, or using alternative ways to communicate with others, are deemed “unexpected” behaviors and are extinguished or “corrected” to blend in with their neurotypical peers. By labeling certain behaviors as “unexpected,” social skills programs can reinforce negative self-talk and feelings of inadequacy in neurodivergent students, and encourage them to mask or hide their traits and behaviors. By creating a set of villains that represent natural behaviors for some neurodivergent individuals, the Social Thinking curriculum can inadvertently create shame and stigma around these behaviors. This can harm the self-esteem and social development of neurodivergent students, who may feel like they are being told that their natural expressions are wrong or unacceptable.
Proponents of Superflex may argue that the program has some potential benefits for neurodivergent students, including that it provides a common language and framework for discussing social behavior, or that the visual aids can make it engaging and accessible for students with diverse learning styles. Other arguments for the Superflex curriculum include that it simply uses fun characters to teach social skills to students, and that these characters are not intended to vilify or stigmatize neurodivergent behavior. While this may be true on the surface, the fact remains that the program’s central concept of the Unthinkables serves to reinforce negative stereotypes about neurodivergent behavior. By framing certain behaviors as “unthinkable” or undesirable, the program sends the message that neurodivergent individuals are somehow flawed or abnormal. This can lead to harmful stigmatization and ostracization of neurodivergent individuals who do not conform to the expected social norms.
Another potential counterargument is that the Superflex program is simply trying to help neurodivergent students develop social skills that will allow them to succeed in a neurotypical world. While this may be true, it is important to recognize that the program’s emphasis on conformity and adherence to social norms can be harmful to neurodivergent students. By promoting a narrow view of what is considered “appropriate” behavior, the program can discourage neurodivergent students from embracing their differences and celebrating their unique perspectives and interests.
So, what are some alternatives to these traditional social skills programs that are more neurodiversity-affirming?
Focus on self-awareness: Rather than simply teaching students how to conform to neurotypical norms, a neurodiversity-affirming approach should focus on helping students understand and embrace their own neurodivergent identities. This can involve teaching students about their own strengths, challenges, and unique perspectives, and providing them with tools to navigate social situations in a way that is authentic to who they are. In the classroom, this could look like hosting class discussions that encourage students to share their own experiences and perspectives, and use open-ended questions that allow students to reflect on their own learning styles, communication preferences, strengths and needs. For example, a teacher may ask a student to reflect on what they are proud of in terms of their unique way of thinking, what activities they enjoy doing ,and how they prefer to learn. Educators can additionally use games and activities that encourage students to explore and express their emotions and thoughts, such as storytelling, art, or role-playing.
Build community: A sense of community and belonging is essential for all students, but can be particularly important for neurodivergent students who may feel isolated or misunderstood. Rather than simply teaching social skills in isolation, a neurodiversity-affirming approach should focus on building inclusive communities where all students feel valued and supported. This can involve creating peer mentorship programs, social clubs, or other extracurricular activities where students can connect with each other and build meaningful relationships. Through opportunities at school and in the community, students can connect with each other through shared special interests, and can understand and appreciate each others’ differences and perspectives.
Emphasize empathy and understanding: Rather than teaching students to categorize behaviors as “expected” or “unexpected,” a neurodiversity-affirming approach should emphasize empathy and understanding. This means teaching students to see the world from multiple perspectives, and to understand that different behaviors can be the result of different experiences and needs. For example, educators can use resources such as books, videos, or podcasts from neurodivergent authors that highlight diverse perspectives, or conduct class discussions that encourage students to share their experiences and perspectives. Educators can teach students about the concept of neurodiversity and encourage them to think about how different brains and minds can contribute to a diverse and vibrant community. This can include helping students understand that neurodivergent individuals may have unique ways of thinking, learning, and communicating that are different from what they are used to. By helping students understand that there are many different ways of thinking and experiencing the world and emphasizing empathy, educators can encourage empathy and understanding, and promote a more inclusive and accepting school environment.
While programs like Superflex may seem like an engaging way to teach social skills to neurodivergent students, the reality is that these programs can be harmful and contribute to the stigmatization and marginalization of neurodivergent individuals. Instead of promoting a narrow view of what is considered “appropriate” behavior, we should be celebrating the unique strengths and abilities of neurodivergent individuals, and providing them with the support and resources they need to thrive. Social and emotional learning curriculum should accurately reflect the needs and experiences of neurodivergent students, celebrate neurodiversity, and move beyond deficit-focused approaches. We must recognize that there is no one “right” way to be neurotypical or neurodivergent, and that the diversity of human experience should be celebrated and embraced.