What if one of the most effective ways to support neurodiverse learners is already something they love?

At Bett UK 2026, a standout SEND Theatre session, “Gaming for all: Empowering inclusion and neurodiversity through esports”, explored how esports in education is creating new pathways for engagement, inclusion and student success. 

Led by James Fraser-Murison, Director of Fraser Esports, alongside Michelle Crowder and Joanna Gibbs, the session explored traditional teaching models and showcased how gaming can unlock confidence, communication and real-world skills for learners who often feel excluded from mainstream education.

Why esports is gaining ground in SEND education

Not every learner thrives in a traditional classroom. For many neurodiverse students, rigid structures and standardised approaches can create barriers to engagement.

The panel highlighted a growing shift across schools and colleges. Educators are moving towards more personalised, inclusive learning models that prioritise wellbeing alongside academic progress. 

This is where esports is proving powerful.

Gaming environments offer a structured, low-pressure and highly engaging space where learners can participate on their own terms. Instead of asking students to fit the system, esports in education adapts to the learner, creating a more inclusive experience from the outset.

Building essential skills through esports

A common misconception is that esports is simply screen time. In reality, it is a fast-growing global industry that supports the development of core employability skills.

Through esports programmes, students build:

• Communication and teamwork

• Problem-solving and strategic thinking

• Leadership and collaboration

• Confidence and social interaction

These essential skills are embedded naturally within gameplay, making esports a highly effective tool for engaging neurodiverse learners who may struggle in more traditional settings.

Esports also opens up career pathways beyond playing, including roles in broadcasting, marketing, event management and analysis, helping students connect learning to future opportunities.

Addressing screen time concerns

Concerns around screen time, wellbeing and online safety remain important, particularly for parents and educators.

However, the session reframed this debate. When used intentionally, esports can act as a form of tech for good, supporting both social development and emotional wellbeing.

One example shared during the session highlighted a learner with severe social anxiety who became an active communicator after joining an esports team. Within months, they had developed confidence, friendships and a stronger sense of belonging.

For many neurodiverse students, this sense of community is transformative.

Creating inclusive esports opportunities for all learners

While esports in education is growing, accessibility remains a key focus.

Educators in the audience raised the need for more inclusive competitions and entry points for learners with moderate to severe needs. Current pathways can be too advanced, limiting participation.

In response, the panel emphasised that the future of esports must include:

• Accessible and adaptable formats

• Inclusive programme design

• Opportunities for all ability levels

This reflects a wider priority across education: ensuring every learner can participate, achieve and feel valued.

The future of esports in education

Looking ahead, esports is becoming more embedded within formal education pathways.

New qualifications, including a planned esports programme developed in partnership with ASDAN, aim to provide recognised routes into the industry and further legitimise esports as a learning tool.

This signals a broader shift towards:

• Skills-based education

• Student-led engagement

• Inclusive and flexible learning environments

Rethinking inclusion through student passion

The key message from this session was clear. Inclusion starts by listening to learners and recognising what motivates them.

Esports is not just a trend. It is a powerful example of how education can evolve to better support neurodiverse learners, improve wellbeing and build meaningful skills for the future.

As classrooms continue to adapt, one thing is certain. When students feel seen, heard and engaged, they are far more likely to thrive.

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