Monotropism
Monotropism is a theory developed in the 1990s by Dr Dinah Murray, Dr Wenn Lawson, and Mike Lesser. It describes a cognitive style often observed in Autistic people (and in people with ADHD) characterised by a strong tendency to focus deeply on one thing—or a select number of things—at a given time.
Features of monotropism
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Deep focus on one or a few interests or activities at a given time
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Difficulty shifting attention quickly
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Sudden interruptions can cause irritability
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Transitions can feel abrupt, disorienting, or overwhelming
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Increased anxiety when expected to multitask
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Appearing “stuck” or frozen
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May not respond when name is called
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Tendency to ignore internal cues, e.g. hunger, thirst, needing the toilet
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Change leads to anxiety
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Difficulties getting started ("Autistic inertia")
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Struggles to disengage from a task
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Difficulties keeping up with constant streams of communication, e.g., email, texts
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Cognitive and physical fatigue (due to prolonged mental effort)
Learn about monotropism - A Short Video About Monotropism
Kieran Rose (www.theautisticadvocate.com), Josh Knowles (Josh Knowles Animation), Dr Georgia Pavlopoulou (Anna Freud Centre) and Dr Ruth Moyse (AT-Autism), HEE-funded National Autism Trainer Programme
Monotropism allows Autistic students to engage deeply with their interests, making learning experiences rich and meaningful when tasks align with their interests. However, in busy, fast-paced classrooms, certain situations can feel overwhelming.
Understanding monotropism helps teachers see that behaviours sometimes perceived as “challenging” are actually rooted in intense focus, cognitive overload, and a need for predictable routines, rather than a lack of ability or motivation.
Monotropism in the classroom
How deep focus shapes learning in school
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Passionate Work – A student may spend hours creating a detailed poster, model, or presentation about a topic they love, producing work of exceptional depth.
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Focused Reading or Research – A child might immerse themselves in books or research about their interests, absorbing details others may overlook.
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Info-dumping / info-sharing – Students may speak at length about their interests, taking longer conversational turns.
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Limited Opportunities for Interest-Led Learning – When students’ passions are ignored or undervalued, motivation, creativity, and engagement decrease.
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Difficulty Switching Tasks - A student may be so focused that a sudden change like “Time to tidy up” can feel overwhelming. They may need extra time for transitions and struggle to move on at the same speed as their peers.
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Appearing inattentive - A student may not respond to instructions or seem disengaged during whole-class teaching.
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Overload When Too Many Things Compete for Attention – In a noisy, busy classroom, a student may freeze, cover their ears, or appear to “zone out.”
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Challenges with Group Work – Following fast-moving discussions or tracking multiple people talking at once can be difficult.
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Transition Anxiety – Moving from one subject, teacher, or classroom to another can feel disorienting, even if the new activity is enjoyable.
How does monotropism influence play?
The term “restricted and repetitive interests and behaviours” (DSM-5) is misunderstood and incorrectly viewed as a problem. For many Autistic children, routines, predictability, and repetition are important ways of managing the stress of a world that can often feel overwhelming or chaotic.
What monotropic play can look like:
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Hyperfocused on preferred activities or toys for long periods
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Preference for lining up toys, arranging, organising, sorting
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Engaging in repetitive movements (e.g., spinning wheels, building towers and knocking them down)
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Repetitive role-play or acting out the same storylines
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Playing the same game, scene, or drawing the same picture
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Building elaborate models (e.g., Lego)
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Collecting items or toys
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Watching the same videos on repeat (e.g., YouTube)
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Preferring solitary or silent play, and sharing a space
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Showing less interest in fast-paced, unpredictable group play
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Difficulty switching from preferred play to adult-led tasks
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Distress, meltdowns, and anger when interrupted
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Needing extra time to transition between activities
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Sometimes not responding when their name is called
Ways adults can support Autistic children during play:
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Respect intense focus – Allow uninterrupted time for your child to engage with their play.
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Provide matching materials – Offer toys, tools, or resources that reflect your child’s interests.
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Join in on their terms – Participate gently without taking control, changing rules, or disrupting play.
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Focus on commenting rather than instructions or questions. Avoid trying to shape or mould play.
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Support transitions – Give warnings and visual/object cues when moving to a new activity.
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Use interests as a bridge – Incorporate interests into activities and learning tasks.
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Avoid forcing participation – Allow solitary or quiet play rather than insisting on group activities.
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Support sensory needs - Offer toys and activities that provide regulation, e.g., sand, water