What is a flow state and how does it affect autistic individuals?

The term “flow” was first introduced in 1990 by psychologist Mihaly Csikszentmihalyi. Csikszentmihalyi described it as “the experience of complete absorption in the present moment” (Nakamura and Csikszentmihalyi, 2009). Flow describes a mental state during which an individual is fully absorbed in what they are doing, losing awareness of time and feeling intrinsically motivated by the activity itself. Although flow is universal, it has an interesting significance in the context of autism.

Autistic individuals often have an intense focus on their interests. When they engage in their interests, not only do they show remarkable concentration and dedication to their interest, but they also get great joy and happiness from it. Sometimes this can lead to a person entering a flow state. This singular focus on interests can also be described as monotropism.

The theory of monotropism, developed by Dinah Murray, Wenn Lawson and Mike Lesser, is often considered to be the underlying principle behind autism. Autistic advocate, author and consultant Helen Edgar describes monotropism as:

a force that draws autistic people into a specific channel of interest. Much like a river, monotropism has momentum. The current within this channel of interest creates an intensity of focus, which can lead to high levels of engagement and motivation. Monotropism can create a happy flow state.

Autistic writer Fergus Murray says, “In a nutshell, monotropism is the tendency for our interests to pull us in more strongly than most people. It rests on a model of the mind as an ‘interest system’: we are all interested in many things, and our interests help direct our attention. Different interests are salient at different times. In a monotropic mind, fewer interests tend to be aroused at any time, and they attract more of our processing resources, making it harder to deal with things outside of our current attention tunnel.”

Providing opportunities to engage in interests can create flow states which support good mental health and a happier environment for everyone to thrive. Flow state is beneficial because they foster emotional well-being, enhance learning and skill development, and improve productivity; however, flow state can also make switching between tasks and other transitions difficult. They may also contribute to autistic inertia which is a tendency that autistic people have to want to remain in a constant state.

What are the 8 characteristics of flow?

Pyschologist Mihaly Csikszentmihalyi described the following 8 characteristics of flow:

1. Complete concentration on the task
2. Clarity of goals and reward in mind and immediate feedback
3. Transformation of time (speeding up/slowing down of time)
4. The experience is intrinsically rewarding
5. Effortlessness and ease
6. There is a balance between challenge and skills
7. Actions and awareness are merged, losing self-conscious rumination
8. There is a feeling of control over the task

According to Csikszentmihalyi, these characteristics describe the process needed to experience ‘flow’.

Flow States and Play

In the published June 2024 study Diversity in Autistic Play: Autistic Adults’ Experiences, researchers wanted to counter the deficit focus and understand autistic play from a neurodiversity-informed perspective, so they conducted a study focusing on autistic perspectives of play.

Some findings from this study are:

• A defining characteristic of autistic play flow experiences are an intense focus on a play activity for a long time and possibly an altered sense of the passage of time.
• For some participants, the experience of flow as a difference between autistic and non-autistic play suggests that autistic engagement in flow is a potential characteristic of at least some autistic people’s play.
• Flow may be a consequence of monotropism.
• There are both benefits and limitations of flow which suggests that for autistic people, flow has a dual nature.
• Mental benefits of flow, including relaxation, suggests that this experience could be important for autistic people’s well-being.
• There is a negative impact of flow on aspects of everyday life, particularly in regards to self-care, sleeping and eating.

The February 24, 2025 the CBC at Noon radio program featured the topic How to Play as An Adult. Their guest expert was Dr. Trudy Meehan, autistic lecturer from the Centre for Positive Health Sciences in Dublin, Ireland. She described adult play as feeling social joy, doing it for its own sake, involving low stakes, spontaneous, engaging but in a relaxed state of mind. Dr. Meehan said social joy, the opposite of depression and anxiety, is when we are safely connected with a person, animal, or activity. It’s a moment of quiet and contentment – in other words, a flow state. When our brains relax, our bodies relax. Flow is the play state – you don’t have to think about what you’re doing. There is an improvisational feel and things just happen.

Dr. Meehan says we should play every day! If we do, we can recover from negative emotions when we’re in a positive emotional state. Play can take many forms such as creating something, making lists or collecting things.

How Can We Create Classroom Environments that Facilitate Flow State?

The Special Education and Inclusive Learning website lists these 4 essential things to have in place to embrace flow states in the classroom:

1. Recognize and accommodate individual differences – Every person will have their own unique needs and preferences to achieve a flow state. Some individuals may need more or less stimulation, novelty, or predictability. Accommodations may involve providing a range of activities and environments to cater to different needs.
2. Reduce barriers – Barriers such as discrimination, lack of access to resources, and negative attitudes towards certain individuals or groups can prevent individuals from accessing flow states. Creating more inclusive policies and practices, as well as providing support and resources to help individuals overcome obstacles can help remove these barriers.
3. Foster supportive environments – Supportive environments can help individuals achieve a flow state by providing them with the resources, tools, and social support they need to engage in their activities. This can involve training staff and fostering a supportive and positive culture that encourages creativity, risk-taking, and growth.
4. Create diverse and inclusive teams – Teams that are diverse and inclusive can help foster a culture of flow state by bringing together individuals with different perspectives, skills, and experiences. This can promote creativity, collaboration, and innovation, and create a supportive and inclusive environment that facilitates flow state for all.

Four Tips for Managing Flow State

1. Structure the Day – While engaging in personal interests can be deeply rewarding, other things still have to get done during the day. Structuring the day to include time for work, study, and personal interests can help maintain a balance.
2. Flexible Scheduling – Since flow state can be unpredictable, allow for periods of unscheduled time. This can create the necessary opportunity for these spontaneous bouts of intense focus and creativity.
3. Incorporate Transition Strategies – It’s easy to lose track of time once in a flow state. If there is something important on the schedule, have incremental alerts such as a timer or an alert on a phone. Transitional activities such as a short walk, a few yoga poses/stretches or a relaxation exercise can help bridge the gap between an immersive flow state and the next task.
4. Recognize the Signs of Overstimulation – Know the signs of overstimulation or burnout. Establishing time boundaries for engaging in flow activities can be an effective measure to counteract the potential for overstimulation. Visual schedules can help with structuring the day.

Flow state offers autistic individuals the chance to engage in interests that support positive emotions, enhancing happiness and well-being. They can help manage stress and anxiety. Flow states also need to be balanced with the need to attend to life’s responsibilities so that overall quality of life doesn’t suffer. By balancing flow states with daily responsibilities, autistic individuals can maximize the flow benefits while minimizing the drawbacks and thrive!

References

Boren, R. (January 3, 2023). Flow. Stimpunks Foundation

Edgar, H. (March 23, 2023).  Monotropism = Happy Flow State. Autistic Realms

Inclusive Teach (April 15, 2023) Flow State: Applying the Theory in the SEN Classroom. Special Education and Inclusive Learning

Laushman, P. (December 14, 2024). Autism and the State of Flow: Harnessing the Benefits. Thrive Autism Coaching