Breaktime can be the highlight of the school day for many children: freedom, play, and friendship.
But for Oskar, it’s often the opposite – a place where the social codes are hidden, the sounds too loud, and loneliness quietly grows.
Oskar series breaktime. From Small Demands to Big Obstacles
In earlier parts of this series, we’ve seen how small demands can become huge hurdles (Part 2), how daily energy levels set the pace (Part 3), and how the safety of home creates balance (Part 4). Last week we talked about circle time. Now we step outside – to the schoolyard.
When Free Time Feels Like an Obstacle Course
During recess, children are expected to find their own place in the games. But what happens if you don’t know how to join the soccer match, or if the noise and crowding feel overwhelming?
For Oskar, breaktime can feel like another obstacle course. Where others see rest, he sees a wall of questions: “Who should I be with? What should I do? What happens if I do it wrong?”
Oskar series breaktime and the Invisible Rules / The Body Reacts on the Schoolyard
Outside, there are no walls to soften the sounds.
Shouts. Whistles. The bumps of a football game. Chairs scraping inside the lunchroom – all mixing into a storm of impressions.
For Oskar it isn’t just annoying – his body reacts.
His heart races.
His head aches.
His shoulders tighten.
Sometimes he tries to shut down completely, just to survive the minutes until the bell rings.
Oskar series breaktime and the Invisible Rules / The Hidden Code
The schoolyard runs on an unwritten code.
Who picks the teams? Who starts the game? Who is included?
For Oskar, it feels like everyone else already knows the rules – but no one explains them.
When he tries to join, he guesses what’s right. Maybe he runs the wrong way in the game or joins at the wrong moment. To him it’s an effort to belong. To others it may look like he’s ruining the fun.
Soon the words come: “Teacher, Oskar is messing it up!”
Each time it happens another stone drops into Oskar’s backpack. Instead of rest and friendship, breaktime becomes a reminder of being left out.
Breaktime and the Invisible Rules / When Loneliness Takes Over
From a distance, Oskar might look like he wants to be alone. Inside, he’s calling out to be included.
He kicks the gravel. Walks in circles. Fidgets with something in his pocket.
But inside he is shouting, “Please let me play.”
The difference between what adults see and what Oskar feels is huge – and the loneliness adds yet another weight to his backpack.
Keys to Participation
Recess doesn’t have to mean chaos. Small adjustments can make all the difference:
An adult nearby to step in when things get overwhelming.
Safe zones – a bench or corner where an adult is always present.
A plan for recess so choices don’t feel endless and stressful.
Breaktime and the Invisible Rules / Play Then and Now
When I went to school in the 1970s, recess monitors often led the games.
Teachers gathered children and played classics like “Ria ra ria ra, vad har du här att göra?”, “Tingeling i tåget” or “Bro bro bränna”. Sometimes they helped with long ropes or started games where everyone could join.
We also created our own games, like marbles. We lined up, aimed carefully, and tried to knock over a small target to win more marbles – often staying after school to keep playing.
Play Leaders in Today’s Schools
Today, many schools still have recess monitors, but they often just watch.
Some schools are now training play leaders – older children who start games for the younger ones. It’s a beautiful idea, especially when supported by adults. Play leaders feel seen, learn responsibility, and become role models, while younger children gain a natural way into play.
Relationships Are Born in Play
I think of my own work with teenagers. On the residential unit we often joined whatever the youths were doing – card games, drawing, baking, talking in the moment.
It wasn’t about controlling, but about creating community. Everyone could join if they wanted, even those aged 14–19.
If that worked there, why not on a schoolyard?
When adults are part of the play or conversation, the risk of bullying and exclusion shrinks. Community grows, and children like Oskar naturally find a place.
Most important of all: shared play builds relationships – bridges of trust between children and adults.
A Bigger Perspective
It may sound idealistic, but imagine if we invested more resources early – in preschool and the first school years.
If children like Oskar were supported before loneliness became a habit.
Because children who don’t find belonging often drift toward others who also stand outside. When isolation meets isolation, the road can bend sharply – toward social services, investigations, even placements in secure youth care.
I’m not saying secure care is wrong; I’ve worked there. It can be necessary. But so many of the youths I’ve met might never have needed that path if, early on, adults had played with them and built relationships right there on the schoolyard.
Between the Lines
This isn’t about removing recess. It’s about making it accessible – so freedom doesn’t turn into chaos, but becomes a real chance for every child to recover and connect.
Reflection
For Oskar, recess can mean loneliness and anxiety. But with clear structures, adult presence, and small keys to inclusion, it can instead become a breathing space – a place where belonging grows.
Every time it works, a feather is added to his backpack instead of a stone.
Why can recess be difficult for children with neurodivergence? Because the rules are often invisible. A child may feel excluded when everyone else already knows how to join in.
What can a recess monitor do? Start a game, gather children, or step in when conflicts arise. That can be the difference between loneliness and belonging.
How can we create structure during recess? With visual supports, a recess plan, or a reliable safe place to go.
Are adult-led activities helpful? Yes, sometimes a guided game gives children a natural way to join, creating both safety and joyful movement.
After six parts, Oskar’s story will rest for a while. All previous chapters remain here on malix.se for you to revisit anytime. When new ideas and energy return, the journey will go on – but for now, I let the words breathe.
Yesterday has already settled into history, tomorrow waits somewhere ahead. But right now – this is where life happens. — Carina Ikonen Nilsson
Circle time and the unwritten rules can be a soft start to the day for many children. For Oskar, it becomes something completely different – a place full of hidden expectations, strong impressions, and anxiety about the unexpected. But it’s also here that adults can create safety, through clear preparation and small adjustments.
In earlier parts of the series, we saw how Oskar finds safety in routines at home (Part 4), how small demands can become barriers (Part 2), and how his daily form determines his energy (Part 3). Circle time brings all of this together.
Everyone is expected to sit in a circle. No one should speak out of turn. Someone sings, others wait. It’s as if every child already received a manual – except Oskar.
For him, circle time becomes an obstacle course before the day has even begun. If he moves too much, asks out loud, or sighs, he quickly hears: “Sit still, Oskar” or “Wait for your turn.”
And sometimes it gets even harder. If another child accidentally brushes against him, Oskar experiences it as a hit. His body reacts immediately – sounds, singing, and movements around him amplify the chaos.
Safety in circle time and the unwritten rules
Small adjustments can change everything.
Assigned seat – When Oskar always knows where to sit in circle time, the cafeteria, or the auditorium, he doesn’t need to waste energy worrying.
Preparation in advance – Visiting a new place before it’s used gives him security. Seeing the room, the chair, and knowing “this is my spot” makes a difference.
Clock or turn-taking support – A simple clock can show: “When the hand points to five past, it’s your turn.”
A clear role – Sometimes it’s enough for Oskar to say “Good morning” or announce the day.
Picture schedules or checkpoints – As a younger child, he might need picture symbols. As he grows older, he can help decide the checkpoints together with adults.
Just as routines gave him safety at home (Part 4), these small solutions can make circle time a place where Oskar dares to participate.
The adults’ perspective
For some adults, Oskar seems like “the child who disturbs.” But those who pause see a child struggling with invisible rules and overwhelming impressions.
Sitting next to him, whispering quiet explanations, or giving him a prepared role doesn’t take long – but it can make all the difference.
More about adaptations can be found at Autism Sweden.
Questions for you as a reader
Have you seen children become anxious when rules aren’t clear?
How can you create safety in circle time – at school or at home?
Could pictures, checkpoints, or an assigned seat be the key for more children like Oskar?
Between the lines
This isn’t about forcing every child to sit the same way. It’s about giving each child a place where they can succeed.
Reflection
For Oskar, circle time can feel like an obstacle course. But with clarity, preparation, and small adjustments, it can become a bridge to belonging. When adults show the way, children can relax and grow.
What is a picture schedule? A picture schedule is a row of images that shows the order of activities. It helps children prepare and feel safe.
Why do pictures work better than words for some children? Pictures are concrete and remain even when words fade. For many children with NPF, pictures are therefore an easier support.
What are checkpoints in circle time? Checkpoints are simple steps, for example: First we greet, then we choose a song, then we talk about the weekend.
Why is an assigned seat important? When a child knows where to sit, their anxiety decreases. For Oskar, seeing the place in advance can be crucial.
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