'Lego®-Based Therapy in a Secondary School Context': Exploring Practitioner Perspectives
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| Title: | 'Lego®-Based Therapy in a Secondary School Context': Exploring Practitioner Perspectives |
|---|---|
| Language: | English |
| Authors: | Chloe Annabelle Johnson (ORCID |
| Source: | Prism: Casting New Light on Learning, Theory & Practice. 2025 7(1):31-44. |
| Availability: | Liverpool John Moores University. Student Life Building, 10 Copperas Hill, Liverpool, L3 5AH, UK. Tel: +44-151-231-4648; Web site: https://openjournals.ljmu.ac.uk/index.php/prism/ |
| Peer Reviewed: | Y |
| Page Count: | 14 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Secondary Education |
| Descriptors: | Foreign Countries, Secondary Schools, Toys, Play Therapy, Autism Spectrum Disorders, Manipulative Materials, Special Needs Students, Outcomes of Education, Cooperative Learning, Allied Health Personnel, School Personnel |
| Geographic Terms: | United Kingdom (England) |
| ISSN: | 2514-5347 |
| Abstract: | Despite recorded successes of using Lego®-based Therapy (LBT) to support autistic children and young people (CYP) and those with SEMH needs, there is a dearth of research examining the perspectives of secondary school practitioners. Addressing this gap, this paper explores the perspectives of staff (teachers and paraprofessionals) in a secondary setting to elicit their voice and further understand the benefits and challenges of using LBT with adolescents. Informed by the capability approach (Nussbaum, 2011), participants indicated that Lego®-based Therapy (LBT) is a beneficial approach for autistic CYP and those with SEMH needs, yet is constrained by outcomes-driven education policy, mandatory testing regimes, and budgetary constraints. Furthermore, results suggest that LBT can be a valuable approach for schools to implement as part of inclusive practice, it can facilitate sociality and a more connective environment for a range of CYP. However, caution should be exercised when interpreting these results, as the study was limited by its small sample size, and systematised review. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1491676 |
| Database: | ERIC |
| Abstract: | Despite recorded successes of using Lego®-based Therapy (LBT) to support autistic children and young people (CYP) and those with SEMH needs, there is a dearth of research examining the perspectives of secondary school practitioners. Addressing this gap, this paper explores the perspectives of staff (teachers and paraprofessionals) in a secondary setting to elicit their voice and further understand the benefits and challenges of using LBT with adolescents. Informed by the capability approach (Nussbaum, 2011), participants indicated that Lego®-based Therapy (LBT) is a beneficial approach for autistic CYP and those with SEMH needs, yet is constrained by outcomes-driven education policy, mandatory testing regimes, and budgetary constraints. Furthermore, results suggest that LBT can be a valuable approach for schools to implement as part of inclusive practice, it can facilitate sociality and a more connective environment for a range of CYP. However, caution should be exercised when interpreting these results, as the study was limited by its small sample size, and systematised review. |
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| ISSN: | 2514-5347 |
