The purpose of this action research mixed methods study was to investigate the role of neurodiverse affirming interventions on the emotional regulation and mood of a third-grade student diagnosed with autism when reentering a general education environment. This study was conducted by a student teacher in a third-grade classroom at a suburban public elementary school. There were twenty-three students in the general education class. Within this group, a nine-year-old male with an educational diagnosis of autism was selected as a focus student based on his demonstrated emotional regulation and mood management needs. The author created personalized interventions for the focus student and employed observation rating scales to assess the intervention continuum. The data were triangulated through semi-structured interviews, field notes, and quantitative and qualitative documentation. The interventions included targeted lessons on social-emotional learning and a rating system integrating the student’s interest in Minecraft. The focus student self-reported his temperament through a check-in system implemented after arrival, specials, and recess; he identified his mood immediately after entering the classroom and ten minutes after transitions. The study findings revealed overall improvements in the student’s emotional and mood regulation and provide an example of the creation and implementation of neurodiverse affirming interventions. The study attests to the importance of co-regulation and consistent social-emotional support. Implications for future practice and research include evaluating the impact of social-emotional curricula. Educators can honor neurodiversity by incorporating students’ interests into interventions, encouraging strategy selection, and collaborating with stakeholders to provide continuous support across school and home settings.

Hannah Rose would like to thank her faculty sponsor, Karissa Sywulka Mitchell, for her support in this project.