Tom’s regulation through music
Tom [name & image changed] is an Autistic student that we work with on a weekly basis. Tom often finds it challenging to regulate his feelings, especially during transitions, but his passion for music provides a way for him to connect and regulate himself.
Often, Tom comes into sessions feeling dysregulated. Our practitioners instantly recognise his dysregulation, and they begin drumming – an activity that Tom finds grounding. The group focuses on rhythms, solos, and breakdowns, helping Tom redirect his energy and become more present and engaged.
Tom has begun to take on a leadership role in the group, using nonverbal cues like drum fills, count-ins, and musical stabs and he’s guiding the session with confidence. He leads the group through changes in rhythm and structure, including solos and breakdowns, showing his growing confidence in expressing himself.
Playing as a group has allowed Tom to feel supported and connected, reinforcing his sense of belonging and reducing feelings of distress.
Tom’s weekly session with us is one of the few chances he gets to regulate himself in the school day and he has expressed that the sessions are “helping him feel better about the day.”
