New Bracelet Technology Enhances Inclusive Play Among Neurodiverse and Neurotypical Children

Researchers from the University of Bristol have developed a novel technology in the form of a friendship bracelet to help children, particularly those with neurodivergence, better understand and engage in social play. This innovative approach aims to bridge the gap between neurodivergent and neurotypical children, fostering more inclusive play environments. The bracelet features colored buttons that the child can press to change the light color, indicating their current play mode or activity. Green signifies playing together, blue indicates playing alone, and yellow means the child wants to play with others. The design allows children to communicate their intentions and feelings without the need for verbal interaction, which can be particularly helpful for autistic children who might struggle with traditional social cues. The study, published in the journal Proceedings of the 2025 CHI Conference on Human Factors in Computing Systems, involved a group of children, both neurodivergent and neurotypical. These participants were asked to create their own gadgets that could facilitate better play and interaction. The researchers then used these ideas to develop the final bracelet design. Interestingly, some children chose to personalize the color meanings, using green for "happy," blue for "sad," and yellow for "excited," further emphasizing the flexibility and adaptability of the technology. Dr. Oussama Metatla, from the School of Computer Science, and Dr. Alison Oldfield, from the School of Education, led the research. Dr. Metatla heads the Diverse-Ability Interaction Lab within the Bristol Interaction Group, which focuses on creating inclusive interactive technologies by incorporating the experiences of both disabled and non-disabled individuals. Previous studies have shown that autistic children and neurotypical children often play and interact differently, leading to misunderstandings and difficulties in social situations. By providing a simple and intuitive tool, the researchers hope to reduce these barriers and enhance mutual understanding among children. Lead author Brooke Morris explained that the current landscape of play technologies often tries to correct or redirect autistic children's play behaviors toward more neurotypical norms, an approach that can be limiting and exclusionary. The children's participation in designing the bracelet was crucial. They were able to articulate their challenges and desires, giving the researchers valuable insights into the unique perspectives of neurodivergent and neurotypical children. This co-design process ensured that the technology would be meaningful and useful to its intended users. One of the key findings of the study was that there is no single "right" way to play. Instead, there are diverse methods of interaction that should be recognized and supported. The bracelet serves as a non-verbal communication tool, allowing children to express themselves and understand each other without feeling pressured to conform to specific play styles. The success of the initial study has prompted the research team to delve deeper into the experiences of both autistic and non-autistic children. They plan to explore additional barriers to social play and identify more technologies or practices that can promote inclusivity. The ultimate goal is to create a range of tools and strategies that can be adapted to various play scenarios, ensuring that all children, regardless of their neurodivergence, feel valued and included. The researchers emphasize that play is an essential part of childhood development, and inclusive play technologies can have a significant positive impact. By supporting a broader spectrum of play behaviors, these technologies can help build stronger social connections and improve emotional well-being among children. Industry insiders and experts have praised the project for its innovative and inclusive approach. The co-design methodology, which involves actively engaging the target users in the creation process, is seen as a model for future technological developments aimed at enhancing social interaction. The University of Bristol, known for its interdisciplinary research and commitment to social impact, continues to push the boundaries of how technology can positively influence society, particularly in the realm of neurodiversity and childhood development. In conclusion, the friendship bracelet is a promising step toward more inclusive play experiences for all children. It not only facilitates communication and understanding but also respects the diversity of play styles, highlighting the importance of recognizing and valuing different ways of interacting. The ongoing research and development in this area hold the potential to transform playgrounds and social spaces, making them truly welcoming and enriching environments for neurodiverse groups.