Stop-motion animation is a filmmaking technique where physical objects are moved in small increments between photographed frames, creating the illusion of movement when played back. It involves a hands-on, structured process requiring planning, sequential action, fine motor control, visual storytelling, and sustained focus.

For neurodivergent individuals with ADHD and/or ASD, this can be particularly beneficial as it can align with therapeutic goals by engaging focused interests common in autism, enhancing motivation, and offering a non-verbal outlet for expression and emotional processing. The process can also provide practice in areas often challenging for these individuals, such as executive functions and social interaction (in collaborative projects).

While specific stop-motion therapy programs appear limited, general animation and digital storytelling are more widely used.

• Exceptional Minds in California focuses on vocational training in animation and visual effects for individuals on the autism spectrum, offering therapeutic side benefits through a structured and creative environment.

• DaniMation Entertainment provides online animation classes tailored for neurodiverse students, aiming to build skills, confidence, and social skills.

• MindJam in the UK uses shared interests in video games and digital creative skills, including animation, as a basis for therapeutic mentoring for neurodivergent young people. Digital storytelling, which combines narrative with multimedia, has been shown to engage learners with ASD, improve literacy, promote social skills, and enhance task engagement, sometimes even incorporating stop-motion elements.

Stop-motion animation engages several potential therapeutic mechanisms. It supports executive functions through planning, sequencing, attention, and potentially working memory demands. Social skills development can be fostered through collaborative projects requiring communication, negotiation, and perspective-taking. Emotional expression and regulation are facilitated by allowing children to externalise feelings onto characters and narratives, gain a sense of control over their created world, and use symbolic communication. The sensory engagement through tactile manipulation of materials and visual focus can be grounding and motivating. Finally, the interest-driven, creative, and fun nature of stop-motion enhances engagement and motivation in therapeutic or learning activities.

Research suggests that general animation and digital storytelling hold promise for individuals with ASD, showing potential benefits in social skills, emotional understanding, learning engagement, and cognitive aspects. For ADHD, studies indicate that cartoon-based e-content and immersive interactive animation may improve attention and reduce distraction. Some digital interventions have also shown promise in improving executive functions and reducing ADHD symptoms. However, the reviewed materials indicate a lack of robust clinical trials specifically evaluating stop-motion animation as a therapeutic intervention for reducing core symptoms or improving primary outcomes in ADHD or autism. Much of the evidence for stop-motion is anecdotal, theoretical, or extrapolated from related fields.

Stop-motion animation can be seen as a modality within creative arts therapies, sharing similarities with traditional visual art therapy (use of visual expression and materials), play therapy (fantasy and symbolic representation), and digital art therapy/game-based therapy (use of digital tools). However, it offers unique contributions through its integration of concrete and abstract elements, inherent structure and sequencing, bridging of physical and digital realms, and the creation of a dynamic narrative product. This hybrid nature allows for a blend of hands-on creation with storytelling and digital technology, potentially appealing to a wide range of individuals and offering therapeutic pathways not fully covered by other modalities. The final animated film also provides a tangible outcome for reflection and communication.

Finding practitioners or programs specifically using stop-motion animation therapy is challenging due to its niche nature. While art therapy association directories (AATA, BAAT, EFAT, ANZACATA) can help locate credentialed art therapists, they typically don't filter by specific techniques like animation. Contacting identified specialized programs (e.g., Tink Tank Animate, ArtsROC, Infinite Minds Academy) directly is a key step. Targeted online searches using keywords like "stop motion animation," "art therapy," "autism," "ADHD," and relevant locations may also uncover resources. It's crucial to evaluate practitioners and programs thoroughly by inquiring about their training, experience, therapeutic approach, and credentials to ensure they are qualified to provide therapeutic services if that is the primary goal.

For parents and caregivers, research specific programs, evaluate their goals, verify facilitator credentials, discuss with existing therapists, and consider online options. For therapists and educators, consider stop-motion as a valuable tool, seek relevant training, start with simple projects, use it as a supplement to evidence-based practices, and be mindful of sensory sensitivities. For researchers, prioritise rigorous studies specifically on stop-motion therapy for ADHD and autism, investigate therapeutic mechanisms, develop standardised protocols, use appropriate outcome measures, explore implementation strategies, and utilise mixed-methods approaches. The field needs more research and specialised training to build a stronger evidence base and facilitate wider, effective, and ethical use of stop-motion animation as a therapeutic tool.

Emotional Regulation, Empathy, and Self-Esteem

1. Emotional Regulation:

   • Storyboarding: Participants plan scenes depicting emotional scenarios, helping them visualise and recognise emotions.

   • Character Creation: Crafting characters with distinct emotional traits encourages participants to reflect on their own emotional responses.

   • Mindfulness During Animation: The frame-by-frame process requires patience and focus, fostering calm and emotional control.

   • Intentional Self-Reflection: Structured reflection exercises after viewing their own work helps participants connect fictional emotions to personal experiences.

2. Empathy and Perspective-Taking:

   • Collaborative Filmmaking: Working in teams requires understanding others' viewpoints and compromising on creative decisions.

   • Character Movement: Physically manipulating characters to express emotions creates a tangible connection to others' experiences.

   • Interactive Surveys: Pre/post project surveys help participants identify emotional growth and perspective shifts.

   • Voice Acting: Performing dialogue from different characters' perspectives builds empathetic understanding.

3. Self-Esteem and Confidence:

   • Project Completion: Successfully finishing a stop-motion film provides a concrete achievement to celebrate.

   • Creative Ownership: Developing original characters and stories reinforces a sense of agency and capability.

   • Technical Skill Development: Mastering lighting, frame counting, and editing builds confidence in problem-solving abilities.

   • Public Sharing: Presenting completed work to peers or family validates participants' creative efforts.

ADHD Support

1. Focus and Attention:

   • Frame-by-Frame Work: The meticulous process of adjusting models between frames requires sustained concentration.

   • Light Adjustment: Fine-tuning lighting teaches participants to notice subtle visual changes, improving attention to detail.

   • Counting Frames: Tracking frame counts encourages numerical focus and sequential thinking.

   • Short Achievement Cycles: Each successfully captured frame provides immediate positive reinforcement.

2. Impulse Control:

   • Planning Games: Structured activities requiring participants to plan before acting reinforce thoughtful decision-making.

   • Camera Management: Learning to avoid bumping the camera teaches physical restraint and careful movement.

   • Model Preservation: Handling delicate stop-motion models builds careful touch and movement control.

   • Editing Patience: Video editing requires waiting through rendering and export processes, building tolerance for delay.

3. Organisation and Planning:

   • Storyboarding: Breaking stories into sequential panels teaches systematic planning.

   • Set Design: Organising materials and props develops categorisation skills.

   • Production Schedules: Following filming timelines helps participants understand time management.

   • Post-Production Workflow: Organising sound effects, titles, and credits teaches participants to follow multi-step processes.

Autism Support

1. Social Skills:

   • Team-Based Animation: Working together on different aspects of production provides structured social interaction.

   • Character Interaction Design: Planning how characters will interact teaches social cause and effect.

   • Script Development: Writing dialogue builds understanding of conversational patterns.

   • Themed Projects: Using participants' special interests as film themes increases engagement while expanding social understanding.

2. Communication:

   • Direction Games: Giving and receiving instructions for model placement practices clear communication.

   • Sound Effect Creation: Recording and adding appropriate sounds teaches emotional tone matching.

   • Feedback Sessions: Structured critique sessions build skills in constructive communication.

   • Title and Credit Design: Creating opening and closing sequences teaches formal communication conventions.

3. Sensory Integration:

   • Multi-Sensory Engagement: Handling different materials for models and sets provides controlled sensory experiences.

   • Lighting Experimentation: Adjusting brightness and colour teaches sensory modulation and preference recognition.

   • Sound Mixing: Balancing volume levels builds auditory processing skills.

   • Viewing Environment Control: Creating optimal conditions for viewing completed films helps participants recognise sensory needs.