Bat and the Waiting Game

All children need care and support, and Bat and the Waiting Game examines the particular needs that Bat has as a child with autism. Just as Thor relies on Bat to ensure his safety and health, Bat’s support system is essential to his well-being. Some of the most important members of this support system include his parents, his teacher, and his best friend. Together, their efforts equip Bat with the physical and emotional safety he needs to navigate his world successfully.

Bat’s family situation is his most important and formative environment. Out of all the novel’s characters, his mother is his primary source of comfort and support. Details like the nonverbal “sign that he was ready for the hug to be over” demonstrate Dr. Tam’s responsiveness to her son’s communication style, sensory needs, and emotions (23). In contrast, Mr. Tam serves as a foil to his ex-wife, which allows the author to give an example of an environment where Bat feels unsupported. The bright lights, loud noises, and overwhelming smells of the stadium clash with Bat’s sensitivities and make Bat feel as if his needs are being dismissed: “[I]f his dad really understood him, then he would understand that an event like a baseball game was just about the worst way that Bat could imagine spending a Saturday night” (78). Although Bat’s parents have differing levels of understanding of his physical and psychological needs, his certainty in their love for him gives him a solid and supportive foundation.

Arnold uses Bat’s experiences at the Saw Whet school to illustrate how a supportive classroom environment can help children with neurodivergence thrive. Although the protagonist struggles to connect with his peers, he enjoys school, largely thanks to Mr. Grayson’s inclusive and compassionate teaching style. Mr. Grayson encourages his students’ curiosity and ownership of their learning by allowing them to design their own research projects. As a result of this empowering pedagogical approach, the garden for Thor provides a major source of motivation, excitement, and hands-on learning opportunities for Bat throughout the story. In addition, classroom elements like the “open-door Babycakes policy” and Mr. Grayson’s stance against making students apologize signal that his classroom is a safe environment where Bat and his fellow students can advocate for their needs and be authentic in their communication styles (34). Mr. Grayson’s support deepens Bat’s love of learning and strengthens his self-efficacy.

Bat’s friendship with the Zimmermans represents another key source of support in this story. Israel, Tom, and Cora step up and welcome Bat into their home when his after-school schedule is disrupted, demonstrating the importance of community support to children’s growth. Because he feels safe and supported with Israel’s family, he’s able to expand his comfort zone and try out new experiences. For example, he initially declines Cora’s invitation to teach him pottery because of his aversion to “sticky and slimy” textures (135), but he eventually discovers that making clay pots is an enjoyable opportunity to express his creativity and to embrace messiness and mistakes as part of the learning process. As Bat’s only close friend among his peers, Israel occupies a particularly vital role within the protagonist’s support system, and he consistently demonstrates his care and loyalty throughout the story, from readily engaging with Bat’s special interests to helping him make amends with his sister. By showing how the people close to Bat facilitate supportive environments for him, Arnold expresses humans’ universal need for connection and belonging.