Skateboarding: Breaking All Barriers and a Perfect Match for All Abilities

Some people thought I was crazy when I said I was applying for grants to purchase skateboarding equipment for my elementary school. “They will break their arm,” or “It’s a very dangerous sport,” or “Aren’t they a little young for that?” are just a few of the comments I heard. Some people even think of skateboarding as a rebellious sport. But I believe there is a huge misconception when it comes to skateboarding and the culture around it. Lots of amazing benefits come from this great sport. Aside from its fitness benefits, it also teaches perseverance, goal setting, builds confidence and it is a perfect match for students of all abilities.

Last year, the special education teacher in my building, Lincoln Avenue Elementary School, spoke to me about one of my students with Autism, Billy. She explained that Billy loved to skate with his Dad, but he did not like to wear his helmet. He did not like the feeling of it on his head. At his parents’ request, she asked if we could make this one of his goals.  I was excited! Skating, surfing and other action style sports were right up my alley! Beginning the very next day, the last 15 minutes of each class was now dedicated to roller-skating and having Billy becoming more comfortable with wearing his helmet.

In no time, wearing a helmet was no longer an issue for Billy. I set up obstacle courses for him to try and he handled them like a champ. He was so comfortable and talented on skates I wanted to continue to challenge him. So, I introduced him to skateboarding. As he was skateboarding, I was in awe. He picked it up like he was born to ride and would close his eyes, hang ten, lift his arms and smile. It looked and probably felt like he was flying!

I wanted to experiment with skateboarding further to see if it was just Billy responding so positively to skateboarding or if it was something that many students with Autism would respond positively towards. I decided to introduce it to all my students with special needs. I felt it would fulfill their need for sensory stimulation – the feel of the wind on their skin and clothes, the rocking of the board, the feel of the wheels against the floor, and the sounds of the board moving over the ground. It all seemed to have a calming effect on the students once they overcame any fear or apprehension they may have had. My students would chant, “Again!” or “I did it!” with glee, and these were students with limited expressive language skills.

I chose skateboarding over rollerblading because it was more cost-effective and inclusive.  I did not need to order many different sizes of rollerblades, and I personally had more access to skateboards. In addition, I did not want to waste the limited class time that would be spent on taking shoes off and on, tying and untying roller-skates, and putting on all the protective gear, etc.  I wanted to maximize time spent exercising. With a skateboard, after all protective gear was on, all they have to do is step on and go.

Skateboarding is a sport where you can participate on your own or engage with many people. You don’t need a coach or a team to participate. You can differentiate the sport to meet the needs of all abilities: You can sit on the board and ride it like a sled, stand and cruise down the streets, or perform tricks. There is something in it for everyone. Plus, it makes people HAPPY when riding, regardless of their abilities. I cannot even begin to explain the smiles on the children’s faces when they were riding…truly priceless.

After the success of my Special Education class with skateboarding, I started a Friday morning program (before school hours), where my students with disabilities could come in, borrow gear, and skateboard independently. I had student volunteers from various grades come in and volunteer to help and be spotters where needed. It would amaze me to see so many faces of children watching through the windows of the door begging to join in and be a part of the class.

After a few days of my program I had an epiphany. Skateboarding was the very thing to bridge the gap between students with disabilities and those without. Skateboarding knows no disabilities. It is a sport with an even playing field for all.  One of my students was in awe of Billy and said, “He is so great at skateboarding! How does he do that?” I thought, maybe my students with Autism could teach my other students how to skateboard by demonstrating and being role models. When do we ever give our students with Autism an opportunity to be the leaders and our mainstreamed kids the opportunity to follow? My mainstreamed students were only focused on my students with Autism’s abilities and not on their disabilities. In the skateboard club, everyone is equal.

So much of the credit for this goes to Billy. He taught me that skateboarding breaks all barriers and unifies students of all abilities. He showed me that skateboarding has a therapeutic effect on students with Autism. Isn’t it amazing how much our students teach us when we stop and listen?!

Our Skateboard club became a quick hit. We skateboarded every Friday morning before school until the very last day of school. The club started out with five students and five peers and quickly grew to over thirty-five. I had to cap the program due to space restrictions.

Once I realized the value of skateboarding and all it had to offer, I immediately started applying for grants and entering competitions to win funds for skateboards and protective gear. I won first prize in the “Get Moving NY” video contest for Suffolk Zone and I won a Suffolk Zone AHPERD mini-grant. I used the money from our budget to supplement the equipment I needed to expand the program. This year, I created a 3-week Skateboarding unit for all grades K-5. It was a huge success and students ask me every day, “When are we going to skateboard again?”

We currently live in a society where we place our students and children, of all abilities, in protective bubbles. “Don’t do this; you may get hurt.” “Don’t climb that, you may fall.” If we do not allow access for our children to fall and fail, we do not allow them opportunities to overcome and succeed. Parents of children with special needs in particular, tend to be apprehensive when it comes to social settings. I am guilty of this as well. My son suffers from P.A.N.D.A.S and his tics and O.C.D can become overwhelming. I become nervous and scared as to how his peers and others will react to his behaviors and “standoffishness”.  However, I’ve learned that skateboarding embraces everyone. It allows all children the freedom to be creative, unique, and to engage in a social setting on their own terms and at their own comfort level. It is a great choice for parents who seem to have trouble finding social activities for their kids.

While researching programs my students can take part in after school hours, I came across a foundation called A.skate that supports students with Autism. The A.skate Foundation gives children with autism the opportunity to be social through skateboarding.  They hold clinics nationwide for children with autism at no cost to the families, give grants to children with autism to purchase skateboard gear, as well as promote awareness and educate families about the skateboard industry. If you would like to get your child involved with A.skate or if you would like to donate to this great cause you can reach them at info@askate.org.

Skateboarding continues to break barriers, empowers youth, and creates a sense of unity and community for all. I look forward to continuing to explore this unique sport with all my students. You might consider doing the same!