How do emotional regulation difficulties affect play in children with autism? 

Emotional regulation, the ability to manage and respond to feelings in adaptive ways, is a key skill that shapes how children learn, play, and connect with others. For autistic children, regulating emotions can be especially challenging, and recent research by (Greaves N. et al., 2024, JCPP Advances) from the University of Cambridge and King’s College London, found that emotional regulation difficulties significantly affect play behaviour, social interaction, and emotional development.  

According to NHS guidance, supporting emotional and behavioural regulation is an essential part of autism care, as it directly affects children’s ability to learn and interact through play. 

How emotional regulation shapes play 

When a child struggles to manage emotions such as anxiety, frustration, or excitement, play can quickly become overwhelming or withdrawn. A 2024 review by Greaves et al. in JCPP Advances found that emotional dysregulation significantly reduces opportunities for social learning and cooperative play. Children who experience frequent meltdowns or emotional overload are more likely to retreat into solitary or repetitive play, using predictability and control to manage stress. 

Earlier research by Beck et al. (2020) and Samson et al. (2014) supports this, showing that emotional regulation difficulties are closely tied to repetitive behaviours, fewer peer interactions, and reduced imaginative play. This means children often miss out on the social and problem-solving experiences that play naturally provides. 

Why these emotional differences occur 

Neuroscience research (Greaves, 2024) shows that emotional regulation differences in autism are linked to how the brain processes emotions and sensory information. 
It indicates that differences in the amygdala and prefrontal cortex make it harder to filter or recover from strong emotional reactions. Combined with sensory hypersensitivity, even small changes, like noise, textures, or turn-taking, can trigger stress or withdrawal during play. 

Autistic children may therefore rely on repetitive play or strict routines to restore calm and predictability. This “self-regulating” type of play can be soothing but also limits opportunities for social learning and flexibility. 

Emotional regulation and social communication 

Difficulties in managing emotions often affect communication and social participation. When a child feels easily frustrated or anxious, joining group play, negotiating turns, or sharing toys can become stressful. Research from O’Nions and Eaton (2020) found that poor emotional control is linked to demand avoidance and social withdrawal, patterns that reduce peer relationships and adaptive functioning. 

These challenges can also affect families. Parents may find co-regulation (helping a child calm down) difficult, particularly if emotional distress happens frequently during play. This can create a cycle of avoidance and isolation for both child and caregiver (PubMed 40907886, 2024). 

Evidence-based interventions that improve emotional regulation and play 

NICE guidance (CG128, CG170, and NG170) emphasises that supporting emotional regulation should be part of every child’s care plan. Interventions that combine emotional skills training with play-based therapy are shown to be particularly effective. 

Key approaches include: 

• Play therapy: 
  Elbeltagi et al. (2023) found that child-centred play therapy helps autistic children express emotions, develop joint attention, and engage in cooperative play. These therapies improve emotional expression and reduce anxiety around peers. 

• Emotion-focused and CBT-based interventions: 
  Studies by Green and Pickles (2013–2016) show that early parent-mediated programmes combining play with emotional recognition training improve both emotion regulation and social engagement. 

• Parent training and co-regulation: 
  Teaching parents how to support emotional regulation during play helps children stay engaged and build tolerance for frustration. This is a core recommendation in NICE CG170 for managing emotional and behavioural challenges. 

• Mindfulness and self-regulation training: 
  Recent evidence (ScienceDirect, 2024) suggests that mindfulness-based techniques adapted for autism enhance self-awareness and emotional control, improving participation in group play. 

When to seek extra support 

If your child’s play often turns into distress, or if they prefer repetitive or solitary activities due to frustration, a professional assessment can help uncover whether emotional regulation difficulties are contributing factors. Emotional support and play therapy can make a substantial difference. 

You can explore private, NICE-aligned autism assessments with Autism Detect, a CQC-rated “Good” provider offering diagnostic assessments for children and adults. Their aftercare services connect families to therapeutic supports, including play-based, behavioural, and emotional interventions, to help children thrive at home and in school. 

Takeaway 

Play is one of the most powerful ways children learn to manage feelings and relationships. For autistic children, emotional regulation challenges can make play more solitary or repetitive, but with tailored support, including play therapy, parent coaching, and emotion-focused interventions, children can learn to express emotions, connect with others, and find joy in shared play experiences.