Why Gratitude Activities Work Differently for Autistic Kids

Gratitude activities, like saying “thank you” or keeping a gratitude journal, are often recommended to help children develop positivity and emotional awareness. For many neurotypical children, these exercises can improve happiness, social skills, and overall well-being. However, for autistic children, gratitude activities may work differently and need thoughtful adjustments to be effective.

Differences in Emotional Expression

Autistic children often process and express emotions in unique ways. While they may feel gratitude internally, they might not show it in typical social ways, such as verbal thanks or smiling. Research shows that autistic individuals can experience emotions deeply but may struggle with expressing them in expected social norms (Mazefsky et al., 2013). Parents and educators should understand that a lack of visible expression does not mean a lack of feeling.

Structured and Predictable Approaches

Gratitude activities often rely on abstract thinking, which can be challenging for some autistic children. For example, prompts like “Think about something that made you happy today” may be too open-ended. Studies indicate that structured and concrete activities work better for autistic children (Fitzpatrick et al., 2016). Using visuals, specific questions, or guided exercises can help children recognize and express gratitude in ways they understand.

Sensory and Social Considerations

Some gratitude activities involve group sharing, like circle time or public expression, which can feel overwhelming for autistic children. Sensory sensitivities or social anxiety may make these exercises stressful rather than helpful. Offering alternative ways to practice gratitude, such as drawing, writing, or private reflection, can make the activity more meaningful and enjoyable

(Robertson & Simmons, 2015).

Benefits of Adapted Gratitude Practices

When gratitude activities are adapted to fit the child’s strengths, they can have positive effects. Research shows that focusing on concrete, personal experiences rather than abstract ideas helps autistic children build emotional awareness and social understanding (White et al., 2010). For example, asking a child to draw a picture of someone who helped them or to describe a favorite object encourages reflection while remaining manageable and comfortable.

Practical Tips for Parents and Educators

1. Use clear and specific prompts rather than open-ended questions.

2. Allow multiple ways to express gratitude, such as drawing, writing, or verbal acknowledgment.

3. Keep activities short and structured to avoid overwhelm.

4. Validate the child’s efforts and expressions, even if they do not match typical social expectations.

5. Make gratitude a regular part of your routine rather than a one-time activity.

Final Thoughts

Gratitude activities can be powerful tools for emotional growth, but autistic children often need adaptations to benefit fully. By understanding how autistic kids experience and express gratitude, parents and educators can create meaningful practices that support emotional awareness, social understanding, and well-being. With patience, structure, and flexibility, these exercises can help autistic children develop positivity in ways that work best for them.

Want to help your child practice gratitude in a way that works for them? At Autism Envisioned, our programs help autistic children learn important skills, like understanding emotions and building confidence. Contact us today to see how we can support your child’s growth.

References

Mazefsky, C. A., et al. (2013). Emotion regulation in autism spectrum disorder: Evidence from the literature and implications for interventions. Journal of Autism and Developmental Disorders, 43(7), 1517–1527.

Fitzpatrick, S., et al. (2016). Teaching social-emotional skills to children with autism: Structured and individualized approaches. Research in Autism Spectrum Disorders, 27, 35–45.

Robertson, A. E., & Simmons, D. R. (2015). The sensory experiences of adults with autism spectrum disorder: A qualitative analysis. Perception, 44(5), 569–586.

White, S. W., et al. (2010). Anxiety in children and adolescents with autism spectrum disorders. Clinical Psychology Review, 30(3), 336–349. https://doi.org/10.1016/j.cpr.2009.11.003