Many neurodivergent people have one or more areas of deep, sustained interest.1 These are often called special interests or passionate interests.
These interests may be very specific, such as train timetables, or the Ming Dynasty, or broad, such as dinosaurs, space, or fashion. They could be subjects that other children their age enjoy, or they might be more unique.
The thing that makes something a special interest is not its content, but its intensity, depth, and function. A person may become deeply engrossed, returning to it whenever they can, and finding in it a profound sense of comfort, joy, and regulation.2
A mother tells me
“My daughter has a fantastic play creation set up and will play happily on her own for hours.”
Another mother says her daughter loves Lego:
“She plays Lego for 4 hours a day, watches Lego, holds Lego while watching Lego, and holds Lego in the bath.”
Common misunderstandings
There are still persistent misunderstandings around special interests.
Sadly, it’s not uncommon to see special interests spoken about only in terms of excess: too much time, too much focus, an interest that’s too narrow. But special interests are not a problem to solve; they often provide meaningful support in a person’s life.
Many neurodivergent people expend considerable energy navigating daily life. Returning to a special interest can offer recovery and rejuvenation. These interests can replenish energy and provide a sense of calm, structure, and familiarity.
There’s a video in the Resource Hub library on balancing energy in and energy out and another on discovering a person’s sensory experiences and this comes with a printout, also in the library.
Sign up for access! These will help you and the child in your care figure out energy expenditure and replenishment in daily life.
Special interests are also often a source of deep joy. They allow for sustained engagement and concentration, and can build confidence as a person grows in knowledge and competence.
Another common misunderstanding concerns their value. Special interests are often framed as useful because they might benefit society.
It’s true that many historical figures (who were perhaps neurodivergent) devoted themselves to areas of intense interest, and we still benefit today. People such as Beethoven, who devoted himself to practice and musical composition; Galileo, who focused with deep intensity on areas of scientific inquiry; and Herschel, who dedicated himself to building telescopes and studying space.
But usefulness is not the measure of value.
A person’s special interest may benefit others, but it doesn’t have to in order to matter. If an interest provides regulation, energy, and a sense of coherence in a world that can feel overwhelming, it is already valuable.3
This reflects a broader tendency in how neurodivergence is often understood. Sometimes people say neurodivergent people have “superpowers.” For some, this rings true and they can see how amazing their abilities are. But for others, this doesn’t feel true for them. When sweeping statements are made that neurodivergent people have superpowers, it can leave many questioning if they’ve missed out or are lesser. It can communicate that a person’s worth is tied to what they produce. But no one should have to offer output to earn value.
As Christians, we know this already. People are not valuable because of what they can do, but because God gives them value.
A balanced life
It’s important that our children learn to live in a way that supports their overall wellbeing. But balance is not found in copying how other children spend their time. The question is not what does balance look like for others? but what allows this child to be healthy?
Sometimes, though, engagement in a special interest can become all-consuming in a way that impacts the rest of life.4
Some accounts suggest Beethoven would spend so long practicing and composing that he neglected basic self-care. Galileo was known to neglect other duties and those around him in pursuit of his work. Herschel was so absorbed in his studies that his sister reportedly spoon-fed him meals, concerned he would rather starve than pause.
If someone in your family becomes so immersed in their interest that other areas of life are affected, it can help to work collaboratively (where possible) to find a sustainable rhythm.
Co-designed schedules can be particularly helpful. They provide reassurance that there will be time for deep engagement, even if the person pauses to attend to other needs.
When planning this, it’s worth remembering that depth takes time. Larger blocks of time to dedicate to the interest are often far more effective than many short ones, as it can take a while for the brain to fully sink into the activity.5
Some daily activities can incorporate the interest. The child might read interesting books while cleaning their teeth, or listen to a podcast that relates to their interest while brushing their hair, for example.
A window into well-being
Special interests can tell us more than what brings a person joy, they can also offer clues about how they are coping. While interests may evolve over time, a sudden loss of interests and ability to engage in relaxing activities can sometimes indicate burnout or mental health concerns.6 It’s worth noting these changes and considering the broader indicators of mental health. Autistic burnout in particular can be very difficult to recover from and the sooner care can be given, the sooner the recovery process can begin.7
A connection opportunity
Special interests offer a rich opportunity for connection.
It’s always worth stepping into a child’s world and engaging with what they love.
This is a beautiful opportunity for both families and the broader community. If you know a child in your church or community who has a special interest, consider learning enough to join them in it. Instead of asking, “How was school?”, you might say, “I read something about bald eagles this week…” or “Can I ask you something about T-Rex teeth?”
These moments express that what matters to them matters to you.
If you’re a parent, it can also be helpful to explicitly invite others into this. Encourage leaders in your church, especially those working with children, to learn about your child’s interests to create pathways for connection, trust, and genuine enjoyment.
More than just an interest
Special interests are often one of the clearest windows into what brings a neurodivergent person comfort, delight, and rest. They can support regulation, build confidence, and create meaningful opportunities for connection. Rather than seeing these passions as distractions from “real life,” we can learn to recognise them as part of how a person flourishes.
And who knows? You may even find yourself falling in love with interests areas like stamps or Brazil too!
Notes
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Wolfberg, P., & Buron, K. D. (Eds.). (2024). Learners on the autism spectrum : preparing educators and related practitioners (Third edition.). Routledge. Pp. 300-303
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Pike, J., & Attwood, T. (2019). Neurodiverse relationships : autistic and neurotypical partners share their experiences. Jessica Kingsley Publishers. Pp 45-46
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Bross, L. A., Huffman, J. M., & Hagiwara, M. (2022). Examining the special interest areas of autistic adults with a focus on their employment and mental health outcomes. Journal of Vocational Rehabilitation, 57(3), 289–305. https://doi.org/10.3233/JVR-221218
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Grove, R., Hoekstra, R.A., Wierda, M. and Begeer, S. (2018), Special interests and subjective wellbeing in autistic adults. Autism Research, 11: 766-775. https://doi.org/10.1002/aur.1931
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Wolfberg, P., & Buron, K. D. (Eds.). (2024). Learners on the autism spectrum : preparing educators and related practitioners (Third edition.). Routledge. P. 303
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Ali, D., Mandy, W., & Happé, F. (2026). How does ‘autistic burnout’ feel? A qualitative study exploring experiences of earlier and later-diagnosed autistic adults. Autism, 30(4), 1014-1027.
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Arnold, S. R., Higgins, J. M., Weise, J., Desai, A., Pellicano, E., & Trollor, J. N. (2023). Confirming the nature of autistic burnout. Autism, 27(7), 1906-1918.