Beyond the Thesis: Reflections on the PhD Journey and Lifelong Learning
- Dr Suzanne Stewart
- Jun 30
- 4 min read
PhD Title:
Embedding a Therapeutic Approach into 3-D Animated Serious Games to
Reduce Worry, Anxiety, and Loneliness in Early Aged Adolescents
with Neurodevelopmental Disorders
What first sparked your interest in pursuing a PhD?
I’ve always been someone who loves learning—whether through deep conversations, peer networks, shared ideas, or literature. Anything that stretches my thinking and helps me see the world in new ways has always drawn me in.
On a personal note, my brother completed his PhD in 2021. Watching him go through the process made it feel both more real and more possible. I remember thinking, “If he can do it, maybe I can too.”
For me, it was never about titles or letters after my name. It was about challenging myself, exploring something I truly cared about, and joining a community that values big questions and lifelong learning.
Why this research topic?
There were many reasons that led me to this research topic, but at its core, it comes down to something I care deeply about: teaching and advocating for neurodiverse students. I’ve always been curious about how we can better understand and support young people who think and learn differently—and how creative, engaging tools like serious games might help them navigate big emotions like anxiety and worry.
If I’m honest, this research is also personal. My mum was the kindest, most gentle worrier you could ever meet. If there was something to worry about, she’d worry. And if there wasn’t? Well, she’d worry about that too. Her mind was always ticking over.
Growing up around that made me wonder: "Why do some people’s brains work like that?", "Where does worry come from?"
So, this project became a way to bring two parts of my life together—my professional commitment to inclusive education, and my personal drive to understand the emotional patterns we often don’t talk enough about. In many ways, it’s also a quiet tribute to my mum. Her gentle, overthinking heart continues to inspire me to ask better questions and seek kinder solutions.
What were the big questions driving your research?
At the heart of my research were a few key questions that kept me curious and motivated:
Do adolescents with and without neurodevelopmental disorders worry about the same things?
What school-based situations cause worry and feelings of loneliness in adolescents with neurodevelopmental disorders?
Could a more engaging, therapeutic approach—like gamified animation—help shift their thought patterns and reduce the emotional load of worry, anxiety, and loneliness?
What’s one standout discovery or insight from your research that really changed the game?
What surprised me most? Adolescents, with or without neurodevelopmental differences, worry about the same things.
What really struck me was that across the board, young people shared similar concerns: friendships, peer relationships, school pressures (especially tests and assessments), fitting in, and fears about the future. These worries were common, relatable, and deeply felt.
But while the content of worry was similar, adolescents with neurodevelopmental disorders often experienced those thoughts more frequently and intensely. Their worries could be harder to shift and more emotionally draining.
The big idea of the research was to explore whether a creative, therapeutic serious game could help alter those thinking patterns and reduce worry, anxiety, and loneliness. Because knowing what young people worry about is one thing—helping them manage and move through it is the real game changer.
What new skills or knowledge did you gain throughout the PhD journey?
I gained a much deeper understanding of why the school environment can be so challenging for students with neurodevelopmental disorders. This journey made me more humble about the experiences these students face every day and helped me better appreciate their thought processes and the hurdles they encounter.
I also learned the importance of truly listening to feedback and using it to improve my work. Being open to others’ perspectives—especially my supervisor’s—was key to making my research successful.
What was the hardest challenge you faced, and how did you push through it?
The hardest challenge was making sure I gave enough time to my family. Balancing a demanding full-time job while completing my PhD part-time often left me feeling stretched thin. Still, I’m incredibly lucky to have a loving and supportive network of family and friends who kept me going. After all, it was my labour of love.
Looking ahead, what impact do you hope your research will have on your field, or even beyond it?
I really hope my research helps highlight how serious game technology can be a practical tool to support young people’s mental health and wellbeing. It’s rewarding to see how something fun and engaging can make a genuine difference.
This work has also fuelled my passion to keep advocating for everyone involved in today’s increasingly neurodiverse classrooms and education systems. I believe we need to keep asking new questions and exploring fresh approaches to better meet the needs of all learners.
Ultimately, I hope this research helps create more inclusive, understanding, and supportive learning environments—inside classrooms and far beyond—so every learner can feel seen, supported, and empowered.
My PhD thesis can be downloaded here:
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