The article discusses the challenges faced by a mother of a son with autism who has developed learned helplessness, a condition that limits his willingness to engage in educational and social activities. The mother expresses her deep desire for her son to participate, even minimally, in school life and to experience the joys of social interactions with peers. This learned helplessness, often exacerbated by intellectual disability and repetitive failures, leads to a cycle where the individual avoids trying in order to sidestep further disappointment and failure.

Recently, the son began new classes in adapted physical education, where the mother hoped he would at least pretend to participate. To her surprise, he engaged actively throughout the session without any signs of frustration. This unexpected participation marked a significant departure from his usual reluctance, prompting the mother to express her gratitude to the instructor, who seemed equally puzzled by her son’s behavior, attributing it to their usual methods rather than anything extraordinary.

Through a respectful and accommodating teaching approach that acknowledges the varying needs of students with different levels of disability, the instructor creates an environment where the students can experience personal achievements. This shift not only illuminates the possibilities of overcoming learned helplessness in individuals with disabilities but also highlights the importance of support systems in nurturing a sense of agency and engagement in such students.