I soon realized that visual presence did not determine student participation. ...Rather than hiding behind turned off cameras, there seemed to be a kind of courage that came about in speaking while not being gazed at.

I felt disconnected at school, and I desperately wanted to change that.

Of course, being neurodivergent is not the only identity that players might explore. If given a safe space, players can explore issues of race, gender, potential future career and education paths, and understanding what it means to be a gamer.

Sharing our spaces in synchronous instruction sessions does more than just show the places where research occurs. It creates an opportunity for students to see our vulnerabilities.

I focused on whether or not they felt welcomed into the community and whether or not they felt heard. I looked beyond the College Board’s pre-determined learning outcomes to students’ level of engagement, play, and curiosity.