Exploring Imaginary Worlds in Autistic Children and Young People
Dr Kate Boyle’s doctoral research explores how autistic children and young people (CYP) experience Imaginary Companions (ICs) and Paracosms; complex and persistent imaginary worlds.
Psychological Background
Historically, autism has been associated with impaired imagination, a view rooted in early cognitive psychology and diagnostic frameworks. Influential theories such as:
- Theory of Mind (Baron-Cohen, 1995),
- Social Motivation Theory (Dawson et al., 2005),
- and Sustained Imagination Theory (Harris, 2000)
have contributed to deficit-based narratives. These theories often overlook the private, creative, and emotionally rich inner worlds of autistic CYP. Qualitative research into autistic children and young people’s imaginary friends and paracosms has never been undertaken before so it is a new and exciting area of research.
Kate’s research aligns with a growing movement in autism studies that prioritises neurodiversity, participatory methods, and strength-based approaches. Kate worked with autistic researchers for support with the design of the study which helped significantly in ensuring her participants were able to truly participate.
What Are ICs and Paracosms?
- Imaginary Companions (ICs): Invisible friends or personified objects that have been found to support emotional regulation, creativity, and social connection in typically developing children and young people.
- Paracosms: Elaborate, persistent imaginary worlds revisited over time, often involving storytelling, role-play, and symbolic meaning. Paracosms have not been researched much at all.
These forms of play reflect complex cognitive and emotional processes, including:
- Self-soothing and emotional regulation
- Perspective-taking and empathy
- Creative problem-solving
- Identity exploration
Key Findings from the Thesis Research
With just 8 participants we discovered over 100 ICs, 6 paracosms, and 18 personified objects.
Four core psychological themes emerged:
Control
Imaginary worlds offer predictability and autonomy which is especially important for CYP who may experience sensory or social unpredictability in daily life.
“It felt normal to me… I had control over it all.”
Connection
ICs provide companionship and reduce feelings of isolation, especially in contexts where social relationships may be challenging.
“Because I’ve got my imaginary friends, I never feel alone.”
Learning
Imaginary play mirrors real-life experiences, allowing CYP to process medical, emotional, or social situations through symbolic representation.
“I’ve got the same [medical needs]… so I help my dollies.”
Wellbeing
Imaginary worlds serve as emotional sanctuaries, helping CYP regulate anxiety, agitation, and stress.
“When I go into my imaginary world… I feel better.”
Why This Matters for Schools
Autistic CYP are often perceived as having limited imagination or creativity. This assumption can shape how we interpret their behaviour, plan interventions and engage with their interests. Kate’s research shows that:
- Autistic CYP can engage in rich imaginative play
- These experiences are emotionally meaningful, supporting wellbeing, learning and social connection
- Imaginary play can be a protective factor, helping CYP manage anxiety, loneliness and unpredictability
Understanding this helps school staff:
- Recognise imaginative play as a strength, not a symptom or deficit
- Use imaginative content to build rapport and understand emotional needs
- Avoid misinterpreting imaginative behaviours as signs of withdrawal or avoidance
This research reinforces a neurodiversity-affirming approach to education and psychology. Autistic CYP are not all lacking in imagination, while some may struggle in this area this research provides key evidence that some autistic CYP are able to engage in one of the most complex forms of imaginary play in childhood, suggesting significant strength in imagination rather than weakness.
“It [my imaginary world] wasn’t unknown…I had control over it all.”
This quote from an 11-year old participant reflects how engaging with their paracosm can offer emotional safety, autonomy and empowerment – core needs for all children and especially for those navigating a neurotypical world.
Implications for Practice in Schools
This research invites educators to reframe imaginative play in autistic CYP as a strength rather than a deficit. Here’s how you can apply these insights:
- Ask about imaginary friends/worlds during pupil voice activities or wellbeing check-ins
- Engage with imaginative play as a window into emotional needs and coping strategies
- Use imaginative themes to support transitions, social stories, or therapeutic interventions
- Challenge outdated narratives about autism and creativity in staff training and policy
- Promote inclusive research and practice by valuing CYP’s lived experiences
Final Thought
Autistic children and young people in this research have been found to engage in the most complex forms of imaginative play, yet the research base overlooks this and focuses on differences and deficits. This is indicative of a wider research and societal problem in which autistic people are studied as subjects to understand impairments and differences in relation to typically developing people. Kate’s work highlights a serious gap in research, likely related to past research not being accessible for autistic individuals, and a powerful opportunity for schools to support autistic CYP in ways that are creative, compassionate, and evidence-informed.
How Can Educational Psychologists (EPs) Support?
EPs are well-placed to support schools in applying these insights:
- Promote strength-based approaches to autism that value creativity and individualism
- Model inclusive pupil voice practices, using imaginative play as a tool for engagement
- Support staff training on autism and neurodiversity-affirming language and approaches
- Facilitate reflective spaces for staff to explore how imaginative play can inform understanding of CYP’s internal worlds
- Design interventions that incorporate imaginative elements (e.g., narrative therapy, story-based social skills work)
- Advocate for participatory research and practice, ensuring autistic CYP are co-creators of their support plans
Kate is in the process of getting her exciting research published in an academic journal. Please do reach out if you would like to discuss her thesis research with her and what it helped us learn.
Interested for more?
Watch Kate speak about her research on this episode of EP Reach Out.