How Care Providers Can Implement Lego Therapy®: Our Safe Haven Caribbean Experience

Lego therapy® is a structured, play-based intervention that uses children's natural attraction to Lego bricks to enhance social communication, problem-solving, and teamwork. Developed by Dr. Daniel LeGoff in the early 2000s, this innovative approach emerged from his observations of children with autism spontaneously connecting through collaborative play with Lego®

This therapeutic method transforms familiar play materials into powerful tools for development, focusing on three core areas:

• Social interaction and communication skills
• Collaborative problem-solving abilities
• Executive functioning and motor skills

The primary audience includes vulnerable children, particularly those with autism spectrum conditions, social communication difficulties, anxiety disorders and other neurodevelopment differences.

What sets Lego therapy® apart is its ability to create authentic opportunities for social interaction through naturally motivating activities. Rather than imposing artificial social situations, it harnesses children's existing interests to facilitate meaningful engagement with peers.

The Principles Behind Lego Therapy®

The effectiveness of Lego therapy rests upon several well-established therapeutic principles that combine developmental psychology with structured play intervention. At the Araba Scott Foundation Safe Haven in St Thomas, Jamaica, we have written our own Lego Therapy Workbook and have been implementing the use of it for the last 2 years. Our implementation of Lego therapy has demonstrated how these principles work in practice, particularly within our Caribbean cultural context.

At the Safe Haven our approach is underpinned by the belief that learning occurs through shared experiences and peer interaction. In our therapy sessions, when children work together to build a Lego model, they are encouraged to navigate complex social scenarios that mirror real-world challenges. For example, during one of our group sessions, we observed how two children who initially struggled with communication gradually developed their own system of describing Lego pieces using local terms and references familiar to their Jamaican context. This organic development of communication strategies demonstrated how collaborative play naturally fosters social skill development.

The structured environment principle has proven particularly effective in our St Thomas Safe Haven. Unlike free play, which can be overwhelming and unpredictable, our Lego therapy Workbook sessions offer clear roles, rules, and objectives. We've found this structure especially beneficial for our children who struggle with social challenges. For instance, our therapy room setup includes clearly defined spaces for each role (Engineer, Supplier, and Builder), with visual cues that help children understand and maintain their responsibilities. This predictability has notably reduced anxiety among our participants while increasing their engagement and participation.

The Safe Haven’s experience has particularly highlighted the importance of utilising children's existing interests and strengths. Rather than imposing artificial social situations, we've adapted the therapy to incorporate local interests and cultural references. Many of our children are naturally drawn to Lego, and we've observed how this familiar medium helps bridge social barriers. We've even incorporated local architectural styles and community landmarks into our building projects, making the therapy more relevant and engaging for our participants.

The "just right challenge" principle guides our session planning at the Araba Scott Foundation. We carefully calibrate tasks to match each group's abilities while providing room for growth. For example, we might begin with simple structures that reflect familiar local buildings, gradually progressing to more complex projects that require sophisticated collaboration. One particularly successful project involved building a model of the local market, which not only required technical building skills but also encouraged rich discussion about community life and social interactions.

How Care Providers Implement Lego Therapy®

Setting Up Lego Therapy Sessions

Successful Lego therapy sessions begin with thoughtful planning and organisation. At the Safe Haven, we've found that small groups of three to four children work best, allowing for meaningful interaction while maintaining manageable dynamics. Sessions typically run for 45-60 minutes, twice weekly, though this schedule can be adjusted based on individual needs and resources. When grouping children, we consider not just age but developmental levels and communication abilities to ensure productive interactions.

The physical environment plays a crucial role in session success. Our “therapy room” , which is our class room, exemplifies the essential elements needed: a spacious table that allows children to work collaboratively while maintaining personal space, clearly defined areas for each role, and comfortable seating that promotes good posture during building activities. In our Caribbean climate, we've found that good ventilation and cooling are particularly important for maintaining comfort and concentration during sessions. We also have a programme of ensuring the children who come to us have sufficient nutrition and wellbeing to support them during our sessions as part of what we provide in the Safe Haven ( Please see the About Page for more information about the Araba Scott Foundation Charity)

Essential materials must be carefully prepared and organised before each session. A variety of Lego sets appropriate for different skill levels forms the foundation of our resources and come from our own Lego Therapy Workbook. We store these in clear containers, making piece selection easier for children. Visual supports and communication aids, building instructions ranging from simple to complex, and a timer for managing role rotations are always at hand. We've learned to keep extra pieces of commonly used elements, as missing pieces can disrupt the flow of therapy.

Roles and Responsibilities

The structured roles within Lego therapy provide a framework for social interaction and skill development. The Engineer holds the building instructions and must clearly communicate each step to the Builder. This role has proven particularly valuable for children who need to develop descriptive language skills. In our sessions at the Araba Scott Foundation, we've observed how children naturally incorporate local expressions and spatial references that make sense within their cultural context, making the communication more natural and effective.

The Supplier's role involves locating and providing the necessary pieces to the Builder. This position teaches organisation, listening skills, and the ability to respond to requests. We've enhanced this role by introducing local categorisation systems that resonate with our children's daily experiences. For instance, children often develop their own terminology for pieces, blending English and Patois in ways that make sense to them while maintaining technical accuracy.

The Builder follows the Engineer's instructions to construct the model, promoting fine motor skills and the ability to follow directions. This role often appeals to children who initially feel more comfortable with hands-on tasks than verbal communication. Through practice, they develop confidence in asking clarifying questions and expressing needs.

When groups include four children, we introduce the Foreman role, who oversees the process and helps resolve any challenges that arise. At our Safe Haven, we've found this role particularly valuable for developing leadership skills within a culturally appropriate context, allowing children to practise guidance and support in ways that reflect their community values.

Session Structure

Each Lego therapy session follows a consistent yet flexible structure that accommodates different cultural contexts and individual needs. Sessions begin with opening activities designed to help children transition into the therapeutic space. In our Caribbean context, we often incorporate local games and rhythmic activities that children are familiar with from their community. These might include simple "piece-finding" games set to Caribbean music, helping children learn Lego vocabulary while staying connected to their cultural identity.

The main building activity forms the heart of each session, typically lasting 30-40 minutes. Groups work on projects that progress from simple to complex over time.

At the Safe Haven, we've found success in incorporating themes relevant to our children's lives, this cultural connection helps maintain engagement while making the learning experience more meaningful. Role rotations occur every 10-15 minutes, ensuring each child experiences different aspects of communication and collaboration.

Near the session's end, children engage in supervised free play with their completed builds. This time allows for natural social interaction and creative expression. We've observed how children often use this time to tell stories about their creations, frequently incorporating elements from daily life.

Each session concludes with a group reflection period. Using a mixture of structured questions and open discussion, children share their experiences, challenges, and achievements. In our practice, we encourage children to express themselves in both standard English and Jamaican Patois, ensuring they feel comfortable and can fully articulate their thoughts.

Skills Development and Observed Benefits

At the Safe Haven we have documented how Lego therapy simultaneously develops multiple skills while bringing joy to our participants. The systematic yet playful approach creates lasting benefits that extend far beyond the therapy room.

Social Communication and Interaction

Children progress from hesitant, minimal or challenging communication to confident expression. Children become confident in directing their team as Engineer, switching effortlessly between Patois and English to ensure building instructions are clearly understood. This linguistic flexibility helps children navigate different social contexts with greater ease, as they develop a rich vocabulary.

Confidence and Leadership

The structured role system naturally develops both leadership skills and the ability to support others. Children who once hung back from group activities now proudly present their builds to visitors and teach building techniques to siblings and friends. The rotation of roles ensures each child experiences both leading and supporting positions, fostering a deep understanding of group dynamics.

Problem-Solving and Executive Function

Through building activities, children develop a methodical approach to challenges that transfers to daily life. Parents report their children now break down complex tasks into manageable steps, whether organising homework or resolving conflicts. Teachers note improved attention spans and better ability to follow multi-step instructions in class. The Engineer role particularly challenges children to think sequentially, while Suppliers learn organisational skills through piece management.

Fine Motor Skills and Spatial Awareness

Regular manipulation of Lego pieces significantly improves hand-eye coordination and finger dexterity. These improvements translate directly to other activities, with teachers reporting better handwriting and enhanced precision in art projects. The satisfaction on children's faces when mastering particularly challenging building techniques reflects both physical skill development and growing confidence.

Community Integration and Social-Emotional Growth

Perhaps our most significant observation is how therapy benefits extend into broader community life. Children develop deeper empathy, better emotional regulation, and stronger friendship-building skills. We regularly witness therapy participants supporting newcomers to the program, sharing their knowledge while demonstrating remarkable patience and understanding.

The Joy Factor

Throughout all these developments, the element of fun remains central to success. Children's laughter, excited sharing of ideas, and proud presentations of completed projects remind us that while serious learning takes place, enjoyment drives engagement and retention. The sound of celebration when a team overcomes a building challenge or becomes skilled in a new technique creates an atmosphere where learning feels like play.

Long-Term Impact

Follow-up observations reveal sustained benefits, with many children maintaining their improved social skills and building upon their therapy experiences. Teachers and Parents consistently report lasting improvements in home communication, school performance, and social engagement.

Conclusion

The journey of implementing Lego therapy at the Araba Scott Foundation Safe Haven in St Thomas, Jamaica, demonstrates how a globally recognised therapeutic approach can be successfully adapted to serve local communities while maintaining its core effectiveness. Through our experience, we've seen how combining structured play with cultural sensitivity creates a powerful tool for child development and community building.

The success of our program rests on several key foundations: The natural appeal of Lego brings children into therapy willingly and keeps them engaged through enjoyment. When learning feels like play, resistance diminishes and potential flourishes. Our children's laughter and enthusiasm during sessions remind us that effective therapy can and should be fun.

Cultural adaptation proves crucial to deep impact. By incorporating Caribbean references, embracing bilingual communication, and respecting local social customs, we've made Lego therapy culturally relevant and immediately accessible to our children. This adaptation extends beyond language to include local examples, familiar reference points, and community values.

The structured nature of Lego therapy provides a framework for development while allowing flexibility for individual needs. Each role - Engineer, Supplier, and Builder - creates natural opportunities for skill development in communication, organisation, and cooperation. As children rotate through these roles, they develop a comprehensive set of abilities that serve them well beyond the therapy room.

Most importantly, we've witnessed how Lego therapy builds not just skills but confidence, relationships, and community connections. To care providers considering implementing Lego therapy, we encourage you to embrace both its structured methodology and the opportunity for cultural adaptation. The beauty of this approach lies in its ability to maintain therapeutic integrity while becoming uniquely relevant to your community's needs and values.

The success of Lego therapy at the Araba Scott Foundation Safe Haven reminds us that the most effective interventions honour both universal principles and local wisdom. As we continue this work, we remain committed to sharing our experiences and learning from others, building a global community of practice that celebrates both therapeutic excellence and cultural diversity.

You can buy our Lego Therapy Workbook to start your journey and also donate to our Safe Haven to help us continue ours.

Gradle Gardner Martin - Trustee Araba Scott Children's Foundation Charity, www.ElevateCareInsights.com