Exploring the Use of Magic Tricks with Students with Disabilities to Meet the Universal Design for Learning Engagement Consideration of Nurturing Joy and Play: A Systematic Narrative Review

Abstract

This systematic narrative review explores implementing the use of magic tricks for individuals with disabilities as a strategy to increase student engagement and meet the 2024 Universal Design for Learning (UDL) Guidelines 3.0 for Engagement Consideration 7.3: Nurture joy and play. The author is a university faculty member in the field of special education and a professional magician. With 30+ years of using magic in educational settings, the author uses the unique combination of understanding pedagogy and the art of magic to make educational inferences of how to successfully nurture joy and play using simple-to-learn magic tricks. Therefore, the intention of this article is to showcase empirical studies that specifically focus on the educational benefits of learning and performing magic tricks and how they may align with nurturing joy and play. A systematic narrative review was conducted using predetermined inclusion and exclusion criteria across six databases (JSTOR, ERIC, DOAJ, EBSCO, ProQuest and Google Scholar) resulting in a total of 153 articles. This review follows the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines and uses an integrative narrative synthesis. Overall, the findings reveal there are many overlapping elements between the experiences of learning and performing magic tricks and nurturing joy and play. Both learning and performing magic tricks can be used to increase engagement for students with disabilities in the classroom setting. Therefore, the findings suggest that teachers may potentially meet the UDL’s nurturing joy and play engagement consideration by incorporating magic tricks in their classrooms.

1. Introduction

For hundreds of years dating back to ancient Egypt, magicians have taken to the stage to wow audiences with their skills of prestidigitation, yet there is so much more than entertainment that magic can evoke (Elder et al., 2012). The use of magic tricks has been used in therapeutic settings, dentist offices and in educational settings, but from a historical perspective, the use of magic tricks in these broader applications has only been recently validated (Bagienski & Kuhn, 2019). Magic tricks can be viewed merely as trickery or gimmicky, which can lead to skepticism from more serious scientific communities (Leddington, 2016). This skepticism from professional communities has created a barrier but has not stopped the important implementation of magic tricks in other settings outside of entertainment (Wiseman & Watt, 2020). Magic is highly engaging and is ideal for entertainment purposes, yet this same element of engagement makes it perfect for educational settings. Educators have begun to systematically explore how magic can be used in the classroom (Kovács, 2023). Magic tricks have been used to improve fine motor skills, coordination and confidence, to build rapport, reduce anxiety, foster curiosity, increase engagement and so much more (Spencer, 2011).

The author is a long-time tenured university faculty member in the field of special education and prepares pre-service teachers for the classroom. The author is also a professional magician and has used magic in educational settings for more than 30 years. Some of the inferences in this article are based on his experience as a professional magician, which gives him an in-depth knowledge of magic tricks and magic performances. The unique combination of understanding pedagogy and the art of magic provides an ideal perspective to help design educational programs that include magic in the classroom.

Universal Design for Learning (UDL) has positively shaped the classroom learning environment across the nation and the world. The educational framework, UDL, provides multiple means of representation, engagement and expression, thereby making learning accessible by all students (CAST, 2022). UDL has undergone several changes since the original guidelines were presented in 2008, but they have always remained focused on providing flexible learning environments that accommodate diverse learners (CAST, 2024b). According to the Center for Applied Special Technology (CAST), these changes have followed current research and feedback from teachers in the field. UDL guidelines have been widely recommended and adopted by the education community as the gold star standard for designing the learning environment that increases the success of student outcomes (Baybayon, 2021). The UDL guidelines ultimately aim at reducing barriers and making learning easier for all students (Almeqdad et al., 2023).

With the latest revisions released in July 2024, the new guidelines under engagement added the consideration of nurturing joy and play (CAST, 2024a). Using a narrative systematic review of literature, the author explores how teachers might use magic tricks in the classroom for children with disabilities to nurture joy and play to meet the new UDL engagement guidelines.

2. Methodology

For years, educators have known that student engagement for individuals with disabilities has been lower than their peers without disabilities (Grigorenko et al., 2020; Sullivan et al., 2017). The need to focus on strategies to increase student engagement for individuals with disabilities has continued to be a challenge (Sharma & Sarkar, 2024). Teachers need more professional development in student engagement to help bridge the gap between students with and without disabilities (Geletu & Mihiretie, 2024). Implementing the UDL framework for engagement helps build flexible learning environments (Almeqdad et al., 2023). The goal of the UDL engagement strategies is to encourage all learners to reach their full potential, yet since the implementation of UDL in 2008, student engagement continues to be an area of need for students with disabilities (Moreira et al., 2015). The need exists to consider unique alternatives for student engagement strategies. One unique student engagement strategy is the implementation of magic tricks in the classroom setting. Until recently, the art of magic was primarily used for entertainment purposes, but magic could hold the secret to more student engagement (Moss et al., 2016).

This systematic narrative research review aims to answer the following question to help meet the student engagement challenge and to explore the use of magic tricks to help meet UDL’s consideration of nurturing joy and play, thereby increasing student engagement for students with disabilities.

Research Question: For students with disabilities, do the core elements experienced when learning and performing magic tricks overlap with the essential elements needed to nurture joy and play, as described by the 2024 Universal Design for Learning (UDL) Guidelines 3.0 for Engagement Consideration 7.3: Nurture joy and play?

This review was conducted adhering to the Preferred Reporting Items for Systematic reviews and Meta-Analyses (PRISMA) guidelines. A systematic narrative literature review allows for more interpretive inferences than a more rigid approach to analyzing literature (Page et al., 2021). Since the author is a professional magician and an educator (30+ years of experience in both areas), the findings from the literature were compared to the acquired knowledge in both pedagogy and the art of magic. From a qualitative comparison analysis approach, expert-informed inferences were made using logical connections to find overlapping themes and to draw meaningful insights and conclusions. This qualitative analysis allowed for more exploration of various nuances of the literature as it related to the research topic and was organized according to the connection to the research question. Using abductive reasoning to make expert-informed interpretations was the guiding principle of this systematic review.

In addition to following the PRISMA guidelines to review journal articles, the Systematic Research Connection Rating Scale (SRCRS) was utilized. All articles included were required to be connected to the research question following the criteria established in

Table 1. Systematic Research Connection Rating Scale (SRCRS).

0 = The article title and/or abstract did not include any relationship reference to the research question (indicating no relationship)

1 = The article title and/or abstract included one relationship reference to the research question (indicating somewhat related)

2 = The article title and/or abstract included two relationship references to the research question (indicating a relationship)

3 = The article title and/or abstract included three or more relationship references to the research question (indicating a strong relationship)

. The search strategy was designed to be extensive in scope to identify all possible eligible studies which were refined by applying inclusion and exclusion criteria. Based on the aims of the study, the following inclusion and exclusion criteria were established to guide the subsequent search process:

Include:

• Study used empirical data or a conceptual framework;
• Study published in peer-reviewed journal;
• Study included key word(s) connected to the research question;
• Study written in English;
• Study rated a “2” or “3” on the SRCRS.

Exclude:

• Study rated a “0” or “1” on the SRCRS;
• Study focused on magic purely as a performance (e.g., magic show attendance, etc.);
• Study not in English;
• Study elements of magic experience not related to teaching/learning outcomes;
• Study editorial or opinion piece.

Systematic Research Connection Rating Scale (SRCRS) Strategy Criteria:

The articles selected using this method were rated on the connection to the research question from 0–3. Articles with a “0” rating indicated it was not related at all. Articles with a “1” rating indicated it was somewhat related and articles with a “2” rating indicated a relationship. A strong relationship was indicated by a “3” rating. The key described in Table 1 was used to guide the connection strategy.

The zero (“0”) criteria was established because sometimes articles would technically include a keyword, but the relationship reference to the question was not there (e.g., Optimizing the Power and Magic of Teaching). Just because an article included a certain keyword, it did not necessarily indicate a relationship to the research question.

The discussions and conclusions used a reflective analysis approach through the lens of an educator and professional magician who has extensive experience implementing magic tricks in educational settings. Previous positive experiences of using magic in educational settings created a bias that the use of magic tricks is beneficial for students with disabilities. Due to this bias, the author expected to have congruences with magic and nurturing joy and play in the classroom. The rating scale of match, partial match and divergence was used to compare how the literature aligned with previous knowledge and experiences. Because of this known bias, the author actively looked for contradictory evidence; however, all evidence reviewed reported positive attributes as it related to using magic as an educational tool in the classroom and was supportive of nurturing joy and play. In addition, a professor in the field of special education and co-author on previous research with the author was asked to independently screen articles for opposing evidence. Both the independent researcher and author found no contradictory evidence as it related to magic and nurturing joy and play.

The process of conducting a systematic review to select pertinent articles was used for this research study. The search strategy was created to be comprehensive to discover all possible eligible studies, which were then filtered by applying inclusion and exclusion criteria. Using systematic criteria with a flexible qualitative approach, a search of the literature was performed using six databases: JSTOR, ERIC, DOAJ, EBSCO, ProQuest and Google Scholar. The keywords used were student engagement, students with disabilities, 3.0 Universal Design for Learning (UDL) guidelines for engagement, nurturing joy and play in education, and magic tricks in education. Initial eligibility of studies used criteria established in Table 1. The PRISMA review of articles was conducted from April–May 2025.

To have a comprehensive perspective, various combinations of the keywords were used to combine as many categories as possible. Since there was a very limited number of articles relating to magic in the classroom, no date requirement was used in the systematic search to provide a broader view of the literature on magic in the classroom. Articles were selected based on the most relevant connection to the research question.

The PRISMA 2020 flow diagram for new systematic reviews was utilized to illustrate the screening process of papers (see Figure 1). PRISMA guidelines suggest making decisions explicitly, such as the databases used for the search, the criteria articles met to be eligible, the number of studies selected in each step and the procedures for data analysis. Following PRISMA guidelines ensures credibility and replicability (Page et al., 2021). No protocol was registered for this systematic review.

The initial search strategy was to enter all keywords to see if any literature specifically addressed the research question. When using all keywords, no articles were found in any of the databases that specifically addressed the research question. Therefore, the next step was to search using various combinations of the keywords from the six databases which identified 1609 articles. After removing duplicates (n = 625), 984 articles remained. Records were next reviewed by title and then by abstract when titles were unclear or inconclusive. This screening step eliminated 713 articles which revealed 271 articles for full-text review. Sixty-three (63) articles were then removed after an additional screening of the abstracts because they did not focus explicitly on the article’s research agenda which left 208 articles remaining for further screening. At this stage, an additional 55 papers were excluded that did not rate “2” or “3” using the SRCRS criterion particular to the education field. In the end, 153 articles remained. This process produced 153 to be included. Based on the final selection of articles, the distribution based on decade year of publication was as follows: 2020–2025 (36%), 2010–2019 (45%), 2000–2009 (14%), 1990–1999 (2%), 1980–1989 (0%), 1970–1979 (1%), 1960–1969 (1%) and n.d. (1%).

3. Results

The review of the literature revealed a wide variety of educational practices with overlapping elements relating to the following themes: 1. Student engagement. 2. Universal Design for Learning (UDL) and students with disabilities 3. Nurturing Joy and Play for Students with Disabilities. 4. Magic tricks in Education and with Students with Disabilities. The literature showed overlapping essential elements between magic tricks and nurturing joy and play.

3.1. Student Engagement

Student engagement is essential to the intellectual and social growth of students and success in school (Van Acker & Wehby, 2000). Axelson and Flick (2011) refer to student engagement as students’ involvement and interest in their learning and their connection to their studies, their school and their friends. Student engagement involves how students attend to and are interested in the learning activities in the classroom and their interaction with the educational environment (Trowler, 2010). The more students are interested in the content taught, the more engaged they will be in their learning (DiCarlo, 2009). Active participation in learning enhances retention, comprehension and the development of critical thinking skills that carry over to real-life situations. (Nelson & Crow, 2014). Student engagement in positive learning experiences fosters a love of learning, which is the goal for life-long learning (The LEGO Foundation, 2017).

There are three types of engagement that all work cohesively to improve student engagement: emotional, cognitive and behavioral (Fredricks et al., 2004). The first type of engagement, emotional engagement, involves the overall educational experience and students’ affective reactions toward teachers, peers and lessons (Lester, 2013) and their sense of connection to the learning community (Kahu, 2013). The second type of engagement, cognitive engagement, involves motivation, working on achievement and processing information through critical thinking (Witkowski & Cornell, 2015). Cognitive engagement emphasizes how students use active learning and higher-order thinking skills to master academic content (Lam et al., 2012). The third type of engagement, behavioral engagement, involves behaviors that are needed for active participation in learning, such as attendance, participating in social activities and concentrating on learning (Fredricks et al., 2016). This type of engagement emphasizes the quantity and quality of effort and the degree to which students become actively engaged in educational activities and their interaction with their peers and teachers (Wimpenny & Savin-Baden, 2013). Overall, student engagement has a great impact on overall learning and is a key predictor of academic achievement (Doğan, 2015).

It is important for teachers to present instruction that provides meaningful content which gives relevance to the learning. If students do not understand the relevance of the learning, motivation to learn the material and engagement in the learning will be negatively affected (Hidi & Harackiewicz, 2000). When students are presented with the rationale for the learning, the brain is more apt to successfully engage in the learning (Willis, 2007). Giving students a rationale for the learning is the first step needed to successfully engage them in the learning (Hidi & Harackiewicz, 2000). Neuroscience shows that if students are given a rationale and value the learning as meaningful, the brain will release dopamine, which results in increased willingness to learn (Ng, 2018).

Dopamine is one of the brain’s most significant neurotransmitters and directly impacts student engagement and motivation (Ng, 2018). When dopamine is released in the brain, engagement increases which triggers students’ interest and focus to learn (Schultz, 2002). Dopamine acts as a neurochemical messenger of reward and strengthens neural pathways improving engagement, memory and learning (Poh & Adcock, 2025). Dopamine releases in the brain when experiencing novelty, surprise, fun activities, social approval or recognition and achieving a goal (Berns, 2010). When dopamine is released, it motivates students to take action toward learning goals (Willis, 2007).

Research found that student voice promotes higher affective engagement when students felt their teachers listened and heard them, which in turn enhanced student/teacher relationships (Conner et al., 2022). Students are more apt to be engaged and motivated when teachers incorporate student choice and voice into the learning process (Conner et al., 2024; Dennis, 2017). Presenting choices for assignments promotes autonomy (Biaddang et al., 2024). When students have choices and input in their learning, they experience a sense of control over their learning (Conner et al., 2024). Students experience a sense of autonomy and ownership in their learning when they feel they have opportunities to make choices in their learning (Ryan & Deci, 2000).

Feelings of safety impact on student engagement. A safe classroom environment entails clear behavioral expectations, active listening and respect (Porter et al., 2024). When students feel safe in the classroom environment, they feel secure, they feel their voice is heard and they feel their teachers treat them with respect and appreciation (Reyes et al., 2012). According to neuroscience, the amygdala is part of the brain that processes emotions; therefore, if a student is disconnected and does not feel safe, the amygdala shifts to a defensive mode and the student will not be engaged in the learning (Martin & Ochsner, 2016).

The level of challenge and tension for a classroom task plays an important role in student engagement. According to neuroscience, having a moderate challenge will improve student engagement and is beneficial in learning in the learning process (Kaufer, 2011). It is critical to establish learning environments where optimal levels of challenges can be achieved, where tasks are comprehensible enough to foster active engagement and be appropriately challenging to spark curiosity throughout the learning experiences, but not too difficult to cause disengagement in learning (Dubinsky & Hamid, 2024). According to Kaufer, teachers should not have too much tension or too little tension. The perfect balance in presenting a challenge should increase engagement. It is important to create the appropriate challenge level to maximize student engagement. According to Shumow and Schmidt (2014), the most engaging challenges are those that are moderate to prevent boredom when challenges are less engaging and to avoid anxiety when challenges are too difficult. Both boredom and anxiety hinder student engagement and the learning experience (Shumow & Schmidt, 2014). When teachers balance challenges and students are given support, they need to meet the challenges and are provided with positive feedback, student motivation is optimized and the cognitive load is effectively managed (Anwar et al., 2024). The outcome of tasks with moderate challenges is a learning environment where students are more engaged.

The extent to which students actively engage in their learning can have a lasting impact on their lives, both academically and professionally (Abid et al., 2022). Active engagement in learning has a significant positive impact on academic performance (Fredricks et al., 2016). Disengagement has been linked to academic failure and is a significant predictor of dropping out of school (Henry et al., 2011). It is important that students engage in their learning; unfortunately, many students with disabilities are at risk of disengagement because of educational barriers experienced in school settings (Strnadová et al., 2023).

When compared to their peers without disabilities, students with disabilities encounter many unique challenges that impact their engagement level in the classroom. There are several reasons why they have lower levels of engagement. Research indicates students with disabilities may have lower levels of engagement in classroom tasks, activities and routines than their peers without disabilities due to characteristics and experiences specific to their disability (Grigorenko et al., 2020; Grossman, 2002; Sullivan et al., 2017).

Teachers’ expectations for their students with disabilities play an important role in their engagement level. According to Thelen et al. (2003), teachers have lower overall expectations and provide less encouragement for their students with disabilities when compared to their students without disabilities and these lower expectations create fewer opportunities for them to participate in classroom activities. Teachers having limited knowledge of inclusive teaching strategies (Darrow, 2009; Gesel et al., 2022) may be another reason for students with disabilities having lower levels of engagement. Students with disabilities often have lower student engagement not due to their disability, but due to barriers within the classroom environment (Jardinez & Natividad, 2024). Although progress has been made with inclusive practices, there are still barriers in the classroom. It is vital that teachers identify and address the barriers by implementing solutions within the classroom environment (Darrow, 2009; Gesel et al., 2022).

Student engagement impacts social development (Blackorby & Cameto, 2004). According to Bruefach and Reynolds (2022), students with disabilities do not feel connected to their school community, which can lead to social isolation from their peers (Wagner et al., 2007) resulting in less student engagement (Alibekova, 2024). To increase engagement, it is essential that teachers have the appropriate knowledge to create an environment where the students feel socially included. It is important that stigma and isolation be removed and replaced with positive perceptions and inclusive practices. When schools implement inclusive teaching strategies and focus on ways to socially include students with disabilities, engagement levels can be improved (Alibekova, 2024). When students are socially included, social barriers are broken down and inclusion and mutual respect are promoted, thereby fostering a positive connection to the school community where engagement is increased (Beazidou, 2024).

A thorough understanding of effective inclusive strategies is vital for teachers to foster an environment of acceptance and a sense of belonging for students with disabilities in the classroom setting to optimize student outcomes (Sharma, 2024). One successful learning strategy that holds great promise is collaborative learning where students with disabilities are paired with students without disabilities. Peer buddy programs build friendships, boost confidence and foster an environment of acceptance (Thiemann-Bourque, 2021). This approach can positively change perceptions from both students with and without disabilities and lead to enhanced positive social engagement. The relationships formed between students, those with and without disabilities, can improve the overall classroom climate which can, in due course, lead to more overall student engagement (Garibay, 2015).

For some students, traditional teaching methods are effective; however, for other students, more effective modern learning methods are necessary for student engagement success in the classroom (Wang, 2022). Using a variety of teaching strategies in the classroom can enhance student engagement and development, thereby creating a more equitable learning environment for all students (Baybayon, 2021). Universal Design for Learning (UDL) is an instructional approach of using a variety of strategies to meet the needs and abilities of all learners and eliminate the environmental barriers present within the classroom environment (Praveen et al., 2024).

3.2. UDL and Students with Disabilities

Universal Design for Learning (UDL) officially started in 2008 and continued to gain traction through the years. From the beginning, the Center for Applied Special Technology (CAST) promoted the UDL framework as a model to increase student success for students with disabilities. CAST created UDL to “elevate strengths and eliminate barriers” (CAST, n.d.).

UDL is based on three primary principles and associated guidelines: provide multiple means of engagement, multiple means of representation and multiple means of action and expression (Meyer et al., 2014). The intent of the three principles is to provide student support for students to be engaged and motivated in their learning, improve their knowledge and offer multiple opportunities to show what they know (Klonowska & Chen, 2024). In addition to the three primary principles, UDL has nine guidelines (perception, language and symbols, building knowledge, interaction, expression and communication, strategy development, welcoming interests and identities, sustaining efforts and persistence and emotional capacity and 36 associated considerations (CAST, 2024b). These guidelines provide suggestions for teachers in designing learning activities that reduce barriers and increase engagement thereby maximizing effective learning opportunities for all students (Hall et al., 2012).

Traditionally students with disabilities only received modifications and accommodations after barriers were identified. When UDL came along, there was a paradigm shift from accommodations/modifications to inclusion practices aimed at preventing barriers before they happened. By giving students with disabilities multiple means of representation, engagement and expression, barriers are removed (Praveen et al., 2024). The ultimate goal is that learning should be accessible by all students (Baybayon, 2021).

Research studies have shown that when applying the UDL framework, student motivation increases and students are more engaged in the learning process (Almeqdad et al., 2023). The inclusiveness of the learning environment is improved when incorporating UDL principles (Praveen et al., 2024). UDL-based strategies also lead to more academic success (Almeqdad et al., 2011). Overall, students who are engaged in the classroom are more apt to be lifelong learners (Toth & Fitzgerald, 2025). According to Praveen et al., the implementation of UDL “is a promising method for fragmenting down learning barriers” (Praveen et al., 2024, p. 24).

Substantial research has validated the efficacy of educational outcomes when implementing the UDL guidelines (Baybayon, 2021). Smith and Lowrey (2017) noted that using UDL in the classroom increased engagement and achievement for students with disabilities. Katz’s (2015) research results indicated that implementation of the UDL principles increased student engagement and student interactions. In July 2024, UDL was updated to focus more on learner-centered language with Guidelines 3.0 addressing barriers that excluded students. The objective of the 3.0 Guidelines update was to provide better guidance for the design of learning environments that reduces learning barriers. As new research and feedback from educators are obtained, UDL Guidelines are consistently updated (CAST, 2024b). UDL has overall been very successful and has inspired accessibility for students with disabilities and improved access to the curriculum; however, more improvement with student engagement is still needed (Han & Lei, 2024).

UDL’s new consideration of nurturing joy and play that was added in the “multiple means of engagement” principle in the Guidelines 3.0 update leads to a more socially inclusive environment (Galea, 2025). Learning is enhanced by play (CAST, 2024a). Playful learning is motivated by choice, wonder and delight, which can lead to a sense of joy that engages students in the learning process (Baker & Davila, 2018). Since students experience joy and play in different ways, the embedded options and flexibility in UDL’s framework are ideal for supporting students in finding their own joy in the learning environment (CAST, 2024a).

3.3. Nurturing Joy and Play for Students with Disabilities

Play is a fundamental element of child development, cognitive development and social development (Veraksa & Samuelsson, 2022). There are a variety of perspectives that have shaped theories on the concept of play. Two classical theorists, Jean Piaget and Lev Vygotsky, stressed the importance of play in child development and in a variety of skill acquisitions (Semmar & Al-Thani, 2015). Jean Piaget’s theory of play emphasized that children learn by actively engaging with their environment, which is ideal for cognitive development (Piaget, 1962). Lev Vygotsky’s theory of play emphasized the role of social interactions in learning (Ammar & Hassan, 2018). Through play, children learn to explore their world, experiment with social interactions and develop critical thinking and problem-solving skills (Yogman et al., 2018). Neuroscience has shown that the area of the brain responsible for cognitive processing and memory is developed through play (Hamilton, 2023; Liu et al., 2017).

There has been a growing recognition to include joy and play as essential elements in the learning process (Jeet & Pant, 2023). Educators recognize that learning should be enjoyable and engaging (Suwarni et al., 2024). The inclusion of nurturing joy and play is not a new concept but has recently gained more attention as educators recognize the significant role they play in the learning process (Whitebread et al., 2012). When students feel emotionally connected and engaged, they are more likely to be motivated to take risks and overcome learning challenges (Shean & Mander, 2020). Students who experience joy and play are more intrinsically motivated, which is the ultimate goal for all students (Valerio, 2012). Since joy and play have gained prominence in the learning process, it is of utmost importance for teachers to explore strategies to include these elements often.

Play is a crucial part of teaching and has a positive influence on classroom and student engagement (Walsh et al., 2017). Play can increase students’ joy and motivation to sustain their engagement in the learning process (James & Nerantzi, 2019). Play can be a powerful tool to promote deeper learning (Valov, 2025). Learning is promoted when the teacher is engaged, supportive and promotes joy in learning (Cronqvist, 2021).

Joy is associated with increased dopamine levels in the brain, and a joyful experience can enhance memory, engagement and motivation (Dang et al., 2012). Teachers play a significant role in making learning joyful. When teachers take time and energy in engaging students in their personal development, students feel included and noticed. Creating curiosity, expressing expectations and having confidence in the students’ abilities are all signs of engagement. The joyful classroom environment is characterized by mutual trust and good student/teacher relationships (Cronqvist, 2021).

Research indicates that an inclusive learning environment where students with disabilities have full access to opportunities to learn, develop and connect with their peers is crucial (Catlett & Soukakou, 2019). Studies also show that an inclusive early education experience for students without disabilities provides opportunities for them to grow and connect with their peers with disabilities (Green et al., 2014). Inclusion is more than just having students with and without disabilities in the learning setting together; effort must be made to promote a learning environment that is effective for all students. An effective inclusive environment should promote a sense of belonging, focus on each student’s positive attributes and incorporate playful education. Students should feel safe, secure, and have engaging learning experiences designed for them based on their skills and interests that incorporate joy and play (Ntoulia, 2023).

Early childhood proponents emphasize the concept of play as being instrumental in early learning success; however, research on play and its benefits and impact on learning beyond early childhood has increased in recent years (The LEGO Foundation, 2017; Zosh et al., 2017). Play sparks the imagination, provides opportunities for social interaction, fosters sensory experiences, cultivates risk-taking and promotes resilience. The nature of play nurtures learning, development and growth for students of all ages (Henricks, 2008). Through the elements of play, learning is optimal when the activity is experienced as joyful, meaningful and involves active student engagement (Hirsh-Pasek et al., 2015).

Meaningful activities involve students finding meaning in an experience by connecting it to something they already know and expanding their understanding. Learning through play also involves students being actively engaged, which enhances executive control skills, memory and concentration and can benefit both short-term and lifelong learning (Diamond, 2013). Overall, engaging in joy and play is a meaningful and essential component of students’ lives (The LEGO Foundation, 2017).

Student success in school positively correlates with student engagement in learning (Van Acker & Wehby, 2000) and is critical to the cognitive development and social growth of students. As educators, it is necessary to encourage the engagement of students with disabilities in their learning since research shows they experience lower engagement than their peers without disabilities (Eriksson & Granlund, 2004; Grigorenko et al., 2020). By incorporating UDL principles in the classroom, barriers to learning are removed to provide opportunities for students with disabilities to be successfully engaged in the learning process (Baybayon, 2021). With UDL’s new consideration of nurturing joy and play, learning is utmost when the activity involves students being actively engaged and the activity is experienced as joyful, playful and meaningful (Hirsh-Pasek et al., 2015). A unique student engagement strategy is the use of magic tricks in the classroom setting (Moss et al., 2016).

3.4. Magic Tricks in Education and with Students with Disabilities

The review of literature reports many benefits of using magic tricks in educational settings that are applicable to students with disabilities. There are many benefits to be gained by teaching students with disabilities to perform magic tricks in a classroom setting (see

Table 2. Benefits of Children with Disabilities Learning and Performing Magic Tricks.

Creates a Positive Learning Environment (Crossman, 2013; Spencer, 2011)	Reinforces that Learning Can Be Fun (Crossman, 2013; Spencer, 2011)	Stimulates Cognitive Development (Petty et al., 2008; Wiseman & Watt, 2018)	Enhances Critical Thinking and Problem Solving (Petty et al., 2008; Wiseman & Watt, 2018)
Enhances Executive Functioning (Spencer, 2012)	Builds Self-Regulation and Impulse Control (Bow, 1988)	Encourages Emotional Regulations (Kovács, 2023)	Boosts Self-Esteem and Confidence (Ezell & Klein-Ezell, 2003)
Supports Personal Growth (Alibekova, 2024)	Supports Introspective Learning and Reflection: Metacognition (Hedne et al., 2016; Spencer, 2012)	Sparks Curiosity (Subbotsky, 2010)	Encourages Imaginative Thinking (Subbotsky, 2010)
Stimulates Creativity (Subbotsky, 2010)	Captures Attention and Strengthens Focus (Hilas & Politis, 2014)	Builds Intrinsic Motivation (Hilas & Politis, 2014; Kovács, 2023)	Increases Engagement (Lyons & Menolotto, 1990)
Promotes Feelings of Accomplishment and Success (Hines et al., 2018)	Promotes a Joyful Learning Environment (Kashdan et al., 2018; Waugh & Fredrickson, 2006)	Promotes Positive Attention and Inclusion (Ezell & Klein-Ezell, 2003)	Emphasizes Skills Over Deficits (Thomason, 2021)
Fosters Friendships and Builds Camaraderie w/Peers w/o Disabilities (Spencer, 2011)	Levels the Playing Field (Frith & Walker, 1983)	Shifts Perspectives of Others to Positive (Frith & Walker, 1983; Spencer, 2011, 2012)	Promotes Social Interactions and Development (Spencer, 2011)
Improves Communication Skills (Kovács, 2023)	Encourages Verbal Expressions (Kovács, 2023)	Promotes Eye Contact (Kovács, 2023)	Practices Social Reciprocity (Kovács, 2023)
Builds Positive Teacher/Student Rapport (Spencer, 2012)	Promotes Eye–Hand Coordination (Wiseman & Watt, 2018)	Increases Fine and Gross Motor Skills (Harte & Spencer, 2014; Sui & Sui, 2007; Wiseman & Watt, 2018)	Encourages Storytelling (Spencer, 2012)
Promotes Language Development (Spencer, 2012)	Increases Memory Retention (Wiseman & Watt, 2018)	Promotes Sequencing and Sequential Reasoning (Spencer, 2012)	Promotes Multisensory Learning (Frith & Walker, 1983; Ikhsanudin et al., 2019)
Encourages Persistence and Growth Mindset (Wiseman, 2023)	Reduces Anxiety and Stress (Elkin & Pravder, 2018; Wiseman & Watt, 2018; Kovács, 2023; Lyons & Menolotto, 1990)	Promotes Public Speaking (León & Cely, 2010; Ezell & Klein-Ezell, 2003)	Reduces Stage Fright (Ezell & Klein-Ezell, 2003)
Encourages Flexibility and Improvisation (Elder et al., 2012; Wiseman & Watt, 2018; Bedore, 2004)	Learns to Adapt to Mistakes and Promotes Resilience (Elder et al., 2012; Wiseman & Watt, 2018)	Promotes Choice and Autonomy (Hines et al., 2018; Thomas & Mueller, 2017)	Creates a Feeling of Safety (Porter et al., 2024)

). Creating a fun positive learning environment is one of the main benefits of incorporating magic in the classroom (Crossman, 2013; Spencer, 2011), but there are many more. The performance of magic tricks can stimulate cognitive development by blending play, problem-solving and critical thinking (Petty et al., 2008; Wiseman & Watt, 2018). Learning to perform magic tricks requires planning, memory and self-regulation, which enhances executive functioning (Spencer, 2012).

When performing magic tricks, students practice self-regulation and impulse control when they resist revealing the magic secret (Bow, 1988). Keeping the magic secret is an essential element of a magic trick performance (Ezell & Klein-Ezell, 2003). Watching their peers’ emotional responses during their performance can provide a model from which to emulate (Kovács, 2023). Successfully learning and performing a magic trick creates a sense of mastery and this sense of mastery can boost confidence and self-esteem (Ezell & Klein-Ezell, 2003). When students experience success with their performance, personal growth can be emphasized (Alibekova, 2024), thereby providing them with an understanding of their own learning journey.

Focusing on the magic learning process can lead to introspective learning where students reflect, analyze and evaluate their own magic performance, which could ultimately lead to metacognition (Hedne et al., 2016; Spencer, 2012). Magic tricks also spark curiosity, creativity and imaginative thinking, which are important in the learning process (Subbotsky, 2010). Students are highly motivated to learn magic tricks (Hilas & Politis, 2014), which make it ideal to be included in the classroom.

Learning and performing magic tricks have a built-in interest and increase student engagement and capture the attention of the students in a manner that few other areas can offer (Lyons & Menolotto, 1990). Integrating magic tricks into the classroom setting is a powerful way to motivate and engage students with disabilities in their learning (Spencer, 2012). Learning magic tricks empowers students with disabilities feelings of accomplishment and success (Hines et al., 2018). Learning and performing magic tricks are a dynamic tool that offers a joyful learning environment (Kashdan et al., 2018; Waugh & Fredrickson, 2006).

When students with disabilities perform for their peers without disabilities, they gain positive attention (Ezell & Klein-Ezell, 2003). Due to the positive attention, it can promote acceptance from their peers without disabilities (Ezell & Klein-Ezell, 2003). The performance of magic tricks emphasizes skills over deficits (Thomason, 2021). The peer connection when performing magic tricks creates a sense of camaraderie, belonging and classroom community (Spencer, 2011). This shared magic experience levels the playing field where both students with and without disabilities are bonding over the magic experience and the focus is on the talents, abilities and skills of the performer, not on the disability (Frith & Walker, 1983). Conversations may start with discussing the magic trick but can progress to other connections and even friendships (Spencer, 2011). Spencer (2012) stated that students’ motivation to participate with peers was enhanced and more positive collaboration with their peers was observed after magic-based interventions. Understanding how to better communicate and verbally express themselves, give eye contact, and practice social reciprocity are all elements that put a positive focus on the child performer with a disability (Kovács, 2023). Watching their students with disabilities may also shift teachers’ perspective to be more positive and focus on the abilities, rather than the disabilities of their students. This shift can lead to a positive rapport, which is an essential element needed for student success (Spencer, 2012).

While performing magic tricks, students with disabilities are given the opportunity to practice many areas that are often deficits in the field of special education. Many students with disabilities have deficits with eye–hand coordination (Saha et al., 2023). The practice and performance of a magic trick naturally requires synchronization between the eyes and hands. The magician uses visual tracking and timing to create muscle memory for each “magic move” required. The repetition of the “magic moves” creates neurological pathways that automatically improves eye–hand coordination, much like playing a musical instrument (Wiseman & Watt, 2018). Repeating the “magic moves” while practicing will train the brain and build fine and gross motor skills (Harte & Spencer, 2014; Sui & Sui, 2007; Wiseman & Watt, 2018). Magic trick performances provide opportunities for sequencing and storytelling, which can lead to increased memory retention and language development (Spencer, 2012). Having the students memorize steps in sequence for their magic trick can build their memory skills (Wiseman & Watt, 2018) and develop sequential reasoning (Spencer, 2012), which can specifically address deficits with students who struggle understanding and remembering multi-step instructions. Learning and performing magic tricks often involve visual, auditory, tactile and kinesthetic components (Frith & Walker, 1983; Ikhsanudin et al., 2019). This multisensory approach benefits diverse learners (Spencer, 2011). All the opportunities experienced when learning and performing magic tricks can help with common deficits and create overall future student success in the learning process.

Encouraging a growth mindset is an important aspect of the learning process (Yu et al., 2022). Success is not always attained on the first try. At its core, a growth mindset is a belief that abilities can improve with effort and practice (Ng, 2018). Most magic tricks require practice and rarely are they mastered on the first try (Frith & Walker, 1983). Learning and performing magic tricks naturally encourage persistence and a growth mindset (Wiseman, 2023).

Anxiety and stress can be reduced when learning and performing magic tricks (Elkin & Pravder, 2018; Wiseman & Watt, 2018). Learning and performing magic tricks can help overcome the fear of public speaking (León & Cely, 2010). After routinely performing magic tricks for their classroom audience, students with disabilities will reduce their stage fright and the skills learned from their magic performances will increase their skills in public speaking, thereby reducing their fear of public speaking (Ezell & Klein-Ezell, 2003). In addition, anxiety and stress not related to public speaking can be reduced by participating in the performance of magic tricks (Hart & Walton, 2010; Vagnoli et al., 2005). The magic performance gives the student an empowering magician role, which builds intrinsic motivation (Kovács, 2023). When you take on a new identity, it gives one the freedom to be more expressive and extend their own personality in a manner that is outside their normal routine behavior (Kovács, 2023). When students take on the magician persona, it provides stress relief and reduces anxiety (Kovács, 2023; Lyons & Menolotto, 1990). Some magicians refer to their practice and performance of magic tricks as therapeutic and soothing to the soul (Wiseman & Watt, 2018).

Another major benefit to learning and performing magic tricks is learning how to improvise when things do not go as planned. Mistakes can happen when performing magic tricks and a good performer will adapt and turn a mistake into an opportunity (Elder et al., 2012; Wiseman & Watt, 2018). Students need to know how to think on their feet and cover the mistake with a funny line or improvise and create a new ending to the trick (Bedore, 2004). In some situations, the student performer might reframe the mistake as part of the performance and pretend it was intentional. In challenging magic performance situations, students learn resilience and the importance of being flexible (Wiseman & Watt, 2018).

Magic tricks foster a sense of autonomy stemming from opportunities for students to gain confidence, communicate effectively and incorporate elements of choice and control in their magic performances (Hines et al., 2018; Thomas & Mueller, 2017). When students have choices and input in their learning, they experience a sense of control over their learning (Conner et al., 2024). It is important for students to feel safe to feel engaged in their learning and feel valued (Porter et al., 2024). Once students master a magic trick, they feel accomplished and feel safe to learn and perform new tricks. After learning and performing magic tricks, students feel more confident with themselves and feel more psychologically and socially safe to take risks (Ezell & Klein-Ezell, 2003).

Learning and performing magic tricks have been used in a variety of educational settings where many of the benefits are applicable to students with disabilities. In summary, Table 2 illustrates many benefits of learning and performing magic tricks for individuals with disabilities that have been addressed above. These benefits can meet the common challenges exhibited by students with disabilities. All benefits listed in Table 2 were reported from peer-reviewed journal articles and are all empirical studies.

4. Discussion

Nurturing joy and play through the implementation of learning and performing simple magic tricks may be the perfect solution to what research has shown as a need. Research indicated that students with disabilities have fewer opportunities to be engaged (Grigorenko et al., 2020; Sullivan et al., 2017). A magic program offers fun, additional opportunities for students with disabilities to be engaged in the learning process and be connected to their school community, thereby removing negative stigmas and isolation, which is also documented as areas of need.

Student engagement is the key predictor of academic success (Doğan, 2015); therefore, effective teachers need strategies in place that increase student engagement. Traditional engagement strategies have been successful for some students with disabilities; however, more modern strategies, like UDL’s consideration of nurturing joy and play, are necessary for others. The implementation of a magic trick program is an engagement strategy that fosters joy and play and aligns with the components needed for successful student engagement.

Including magic tricks in the classroom may hold the secret to academic success and increases student engagement for all students, but especially for students with disabilities who typically exhibit lower levels of student engagement (Spencer, 2012). Many students have lower levels of engagement in the classroom due to characteristics of their disability, like limited expressive and receptive language skills, which can impede their social communication resulting in misunderstanding social cues. Learning and performing magic tricks can improve students’ communication skills and in turn enhance their social reciprocity.

We know from research that students are more engaged if there is a high interest in the content. Student motivation and engagement increase when students are interested in the content (DiCarlo, 2009), actively engaged in a positive learning environment (The LEGO Foundation, 2017) emotionally, cognitively and behaviorally (Fredricks et al., 2004), where they have positive affective reactions toward their teachers and peers (Lester, 2013) and have a positive connection to their learning environment (Kahu, 2013). We also know from research that learning magic is of high interest. Because of the high interest in magic tricks, students are more engaged in the learning process. Students are highly motivated and interested in learning magic tricks (Hilas & Politis, 2014); therefore, student engagement increases when learning magic tricks (Lyons & Menolotto, 1990).

Learning and performing magic tricks can create a positive learning environment by evoking feelings of joy and excitement and connect students emotionally, cognitively and behaviorally through feelings of curiosity, creativity, surprise and creating moments of amusement. According to Pipe and Wilson (1994), it is instinctive for students to be naturally curious to want to discover the “secret” of the magic trick. These positive feelings have far-reaching implications and could be the catalyst to reducing high student dropout rates for students with disabilities who have historically been reported as being disengaged. Learning and performing magic tricks blends play with critical and higher-order thinking, which are integral components of student engagement (Petty et al., 2008; Wiseman & Watt, 2018).

According to CAST (2024a) “learning environments that spark joy and nurture opportunities for play are central to the learning process” (para.1). The use of play is common in early childhood settings, but it is important to note that the 2024 Universal Design for Learning (UDL) Guidelines 3.0 for Engagement Consideration 7.3: Nurture joy and play aims to support the learning process of all ages from early childhood to adulthood (CAST, 2024a). Nurturing joy and play are no longer only for students in preschool and kindergarten. Everyone can benefit from joy and play.

Teachers in an inclusive environment have lower expectations for their students with disabilities (Thelen et al., 2003). When teachers see their students with disabilities perform magic tricks, it may change their perceptions of the capabilities of their students, thereby removing the lower expectation perception. When teachers raise their expectations, students will rise to meet those expectations. This self-fulling prophecy has been documented throughout research (Gentrup et al., 2020). The Pygmalion effect in the classroom is exemplified when teachers have high expectations of their students and the students know about these expectations and increase their performance (Phillips, 2025). Experiencing magic tricks can positively change perceptions and create a socially inclusive environment. When students feel heard and seen in their classrooms by their teachers, they are more prone to show positive indications of engagement in the classroom (Reyes et al., 2012). Nurturing joy and play through magic performances provide the perfect backdrop for students with disabilities to feel seen and heard by their teachers and peers with the added benefit of building teacher/student rapport (Elder et al., 2012).

Peer buddy programs can be used with learning and performing magic tricks, where students with and without disabilities learn magic tricks together. Learning magic tricks together provides an ideal opportunity for both students with and without disabilities to interact socially when they might not otherwise. This process positively enhances social development of students with disabilities and removes social barriers historically experienced. This collaborative learning experience can create bonds and level the playing field since all students are at the same starting point when first learning magic tricks (Spencer, 2012). In a collaborative learning experience, the focus is on the magic trick and the magic experience, not the disability. Having students collaborate with peers without disabilities to learn and perform magic tricks can create new bonds and form a positive social connection that can be used outside of the magic program. These bonds can lead to acceptance in other social settings, such as being invited to play a game at recess. A positive climate in the classroom can be promoted when students with disabilities feel encouraged to participate and engage with their peers when learning and performing magic tricks (Ikhsanudin et al., 2019).

Many benefits can be gained by teaching students with disabilities to perform magic tricks. Two of the main benefits are the social skills and positive attention gained from peers without disabilities. In a study by Ezell and Klein-Ezell (2003), they provided an example of how a child without disabilities changed his perspective after watching a child with a disability perform a magic trick. The child audience member said, “I wish I were smart enough to figure out how to do that!” (p. 447). This positive attention example shows a shift in perspective from what the child could not do, to a very positive perspective. It is important to note that the child used the positive attribute of “smart” when describing the child with a disability. This type of positive attribute can lead to inclusion and acceptance. A research study conducted by Yuen et al. (2023) involved a magic tricks training program for adolescent students with Autism where participants experienced improvements in social skills and self-esteem. Self-esteem and social skills of students with disabilities are greatly enhanced when using magic tricks in the classroom.

When students with disabilities perform magic tricks, they gain positive attention and this positive attention can shift the focus away from what they cannot do, toward their abilities and what they can do (Ezell & Klein-Ezell, 2003). Having the knowledge to impress their peers also levels the playing field for students with disabilities since they know the secret behind the magic trick (Ezell & Klein-Ezell, 2003). An inclusive classroom culture can be created by incorporating magic in the classroom setting where students with disabilities gain positive attention and focus is on their abilities (Crossman, 2013).

The fear of public speaking has been documented as one of the most feared tasks of all time. Many people have a fear of public speaking and have even ranked it over the fear of death (Dwyer & Davidson, 2012). If students are shy and have a fear of speaking in front of others, learning and performing magic tricks provides an optimal opportunity to practice skills needed for public speaking and to overcome their fear. Through the repetition of magic performances, students will learn to manage their feelings of stage fright and gain confidence as it relates to speaking in front of others. Both self-expression and self-assertion are skills that can be developed in students as they work on enhancing their presentation skills with learning and presenting magic tricks and are key to success later in school and daily life (Kovács, 2023).

To have maximum academic learning success, students need to like both the teacher and the learning environment (Rimm-Kaufman & Sandilos, 2011). Including magic tricks in the classroom may increase the odds of students liking the learning environment and their teacher, which could lead to a positive affective state of mind, thereby increasing students’ overall academic success and engagement. Magic can build rapport with the teacher and increase the likeability factor of the teacher (Spencer & Balmer, 2020). Research indicates relationships between teachers and students contribute to student engagement (Pérez-Salas et al., 2021). When students feel safe and supported and understand it is acceptable to make mistakes (e.g., not performing the magic trick perfectly the first time), the experience becomes more enjoyable. Teachers should praise students’ efforts throughout the learning process. When students like their teacher, they are more likely to be engaged in the learning process.

The learning environment is not only the physical space, but also the social interactions and the overall feelings about the environment (Rusticus et al., 2020). A student’s affective state of mind refers to how students emotionally respond to their learning environment. The learning environment, including how students feel about their teacher, directly influences the students’ affective state of mind which directly impacts student success (Grawemeyer et al., 2017). Students who participate in magic-based activities have a more positive state of mind (Wiseman & Watt, 2024). How students feel about the learning environment also directly impacts their motivation for future learning. When students have an enjoyable learning experience, they are more likely to participate in future learning endeavors. Including magic tricks in the classroom can not only create a safe and positive learning environment but also create a love for future learning.

Magic tricks can also be used to enrich the curriculum by adding it to various academic concepts in the classroom setting. Math and science teachers have used magic tricks to reinforce various math and science concepts, which makes the learning more engaging and enjoyable; however, magic can be used to make any subject more enjoyable. It is an added benefit when magic tricks align with the curriculum and specific academic learning objectives; however, when considering UDL’s guidelines of fostering joy and play in the classroom, teachers can simply implement magic tricks to encourage curiosity, engagement and to create an enjoyable classroom learning environment. This positive learning environment can contribute to the overall motivation for students to learn and engage in all academic subjects. The magic tricks can help the students with critical thinking and problem solving, which can be used when teaching all academic subjects. When integrating magic into the classroom environment, students are motivated to learn and are apt to be more enthusiastic and involved in the learning process (Hilas & Politis, 2014). Using this interest in learning magic tricks strengthens their ability to focus and be engaged in the learning process, which can carry over in all other areas of their learning.

Teachers can teach their students to perform magic tricks and/or they can perform magic tricks for their students. When watching their teacher perform magic tricks, it provides students with a model of creative thinking and imagination. When students see their teacher engage in a playful manner, it builds connection and trust that are essential for a positive rapport. When watching a magic trick performance, the magic experience often evokes laughter and smiles and creates a memorable joyful moment. Students are encouraged to suspend disbelief and engage in a playful mental state of mind. In this magical environment, students are more likely to be in a good mood, thereby are more motivated to participate in the learning environment. A teacher’s well-planned magic performance does not just entertain—it activates a joyous playful learning environment and sets the stage for future learning where students are motivated to learn.

Teachers sometimes have a hidden agenda and use magic tricks to work on skills and deficits in a secret manner that may go undetected by the students. Sometimes a trick will require dual focus where the magician is doing one thing, but making it appear to do another, like pretending to place an object in the hand, but actually keeping it. The repeatable magic movements are practiced with focus and timing in a playful manner, yet the precise motor training often goes unnoticed by the student performer. The secret method of getting the student to practice motor skill activities under the guise of simply performing a fun magic trick could be considered a separate magic trick orchestrated by the teacher. In this case students are positively manipulated by their teacher to perform magic tricks for mere fun’s sake, yet there are hidden motor skills being practiced, like how a magician “pretends” to do one thing, but actually does another.

When incorporating magic tricks in the classroom for students to perform, special considerations are needed when working with children with disabilities. Making these special considerations will increase the success of the magic program. For students with disabilities, it is important to select magic tricks that are age appropriate and match students’ cognitive abilities. Caution should be taken when selecting magic tricks to be sure they match the personality, interest and skill set of the students. Some magic tricks are harder to learn than others and teachers need to select tricks that are the perfect fit for their individual students. In addition, it must be determined if students want to participate in learning magic tricks and if so, at what level. Not every child will be motivated to perform for larger audiences. Students should never feel forced to participate beyond their comfort level. Participation should always be voluntary. The author, who has over 30+ years’ experience of working with students with disabilities with magic, has never met a student who did not eagerly participate in learning and performing magic tricks; however, there have been a few times when students only wanted to perform one-on-one and not for larger groups. These special considerations should always be incorporated to ensure that every student who participates stays within their comfort level and is enjoying the magic experience. Continuous observations at every level of the magic experience (e.g., performing for a larger group) should be assessed to determine students’ comfort level and enjoyment.

Creating the appropriate level of tension impacts on student success. Moderate tension is needed for best success, so teachers should not provide too much tension on learning tasks (Vygotsky, 1978), like putting too much pressure on the child to perform a magic trick perfectly. Too much tension will not increase student engagement. On the other hand, teachers should provide moderate tension through scaffolding and encouraging feedback (Anwar et al., 2024).

Creating a playful and joyous classroom environment conducive to learning should be the essential goal and it starts with allowing student input. Giving students a choice of magic tricks to be learned promotes autonomy. A flexible environment is promoted when allowing students “voice” when coming up with the magic presentation (e.g., using their own story with their own interests). Knowing students’ interests is an important consideration. If a student loves trains, teachers should encourage using trains in the magic trick script. When students with disabilities experience a sense of control over their learning from having choices and input in their magic performances, students gain more ownership over their performances and become more engaged and feel valued. Once magic tricks are mastered, students feel a sense of accomplishment and feel safe to learn and perform new tricks. Students experience more self-confidence in their abilities and feel more psychologically and socially safe to take more risks (Ezell & Klein-Ezell, 2003). Students experience more joy when there is flexibility and have input in their learning. Alternatively, providing a rigid environment where everything is selected for them would not foster a playful and joyous classroom environment. Incorporating students’ voices and choices is the key to creating a playful and joyous classroom environment.

The performance of the magic tricks provides the rationale for students with disabilities to practice and master the magic tricks. As students look forward to the performance, the relevance and meaning behind the need to practice becomes clearer and motivates and engages the students to want to master magic tricks. Because the future performance date (e.g., performing the learned magic tricks for their peers) acts as motivation to do a good job practicing the magic tricks, teachers should remind students of their future performance date often. In addition, this will build excitement as the performance date gets closer.

It is important to practice with the student performers prior to the classroom performance by having students perform for the teacher or a trusted mentor or friend. In a study by Ezell and Klein-Ezell (2003), they had students presenting magic tricks in front of a life-sized puppet to simulate what it would feel like performing in front of an audience. They also offered students the opportunity to practice performing magic tricks in front of a large mirror “to get the perspective of what the audience would be seeing” (p. 446). The student performers should present the magic trick to their peers only after they have mastered the nuances of the performance and can keep the secret of the magic trick. They should also feel comfortable with their overall presentation of the magic trick. Teachers should present magic tricks in a calm, safe and encouraging manner and make sure that each trick matches the students’ skill set. This will increase the odds of the magic experience becoming an anxiety and stress reducer.

If students are not in a supportive, inclusive environment, some students with disabilities may have fewer opportunities to activate their brain’s reward system and release dopamine. All students should know what it feels like to feel good about themselves and activate their brain’s reward system, thereby releasing dopamine. Neuroscience shows the brain releases dopamine when experiencing joy and novelty (Ng, 2018). It can be inferred that dopamine is released when successfully performing magic tricks, because the performance can create a sense of accomplishment when the performer receives applause, praise, smiles, laughter and positive social feedback directly related to their magic performances. The audiences’ positive reaction to their magic trick performances may trigger the social reward system needed to release dopamine, thereby creating an added opportunity for students to feel good about themselves where they might not otherwise. It is also inferred that watching their teacher perform a magic trick will increase dopamine levels, since watching magic tricks can induce feelings of surprise, curiosity and joy.

Experiencing the performance of magic tricks and experiencing joy have similar attributes. Joyous emotions are associated with feelings of warmth and excitement. The magic experience has the same association. Joy is often associated with moments of unexpectedness like a surprise party or an unexpected gift. When someone gives an unexpected compliment, it may conjure up joyous emotions. Surprise is also associated with magic tricks with moments of unexpectedness that also evoke joyous emotions. Surprise and delight are essential elements of the magic experience. According to a research study by Wiseman and Watt (2024), watching magic tricks videos were shown to promote three positive emotions: curiosity, surprise and excitement. Positive emotions, such as joy and excitement, positively affect students’ emotional well-being (White & Ingram, 2023), students’ engagement, motivation and results in their learning (Villavicencio & Bernardo, 2013). Bringing surprises into the classroom boosts children’s joy and play experiences. When infusing classrooms with surprises that are authentic, students are engaged and curious about what happens next (Ostroff, 2016).

Research suggests witnessing well-performed magic engages the audience and promotes the feelings of awe and wonder (Bagienski & Kuhn, 2019). Watching magic tricks can enhance wellbeing through affective and cognitive domains and has been described as highly memorable that results in enhanced curiosity, creativity, surprise and interest (Bagienski & Kuhn, 2019). Surprise, awe, wonder, joy, creativity, curiosity and interest are all elements that can be enhanced by watching magic tricks.

Laughter and moments of amusement can be found in joy and play and in the magic experience of learning and performing magic tricks. Laughter is encouraged in the classroom and is considered to contribute to a positive learning environment (Omer-Attali et al., 2024). The incongruity theory accentuates laughter coming from incongruity, e.g., when confronted with something other than what was expected (Cundall, 2007), much like the surprise moment of a magic trick. Magic tricks can evoke laughter and incongruity.

Magic tricks evoke curiosity and imagination similarly to joy and play. Magic tricks engage the imagination with trying to figure out how the trick might be produced due to intense curiosity (Leddington, 2016). The magic experience induces curiosity and wonder. One of the most distinctive features of play is its ability to spark creativity and imagination. Through play, children can create worlds, invent characters and develop scenarios. Imaginative play encourages storytelling skills and flexible thinking, empathy and the ability to see different viewpoints and perspectives. Nurturing creativity through play is necessary for cultivating creative thinkers and future leaders (Henricks, 2008). According to Subbotsky et al. (2010), young children’s creativity is enhanced when even watching videos with magical content. The authors concluded that “magical thinking can be viewed as an additional source of development of imagination and divergent thinking in children” (p. 20). Performing magic tricks gives the students an opportunity to take on the magician identity role and use their imagination in an engaging, fun and emotionally uplifting manner.

Suspension of disbelief can be found in magic tricks and in play. Play can be associated with pretend worlds and willingness to accept elements that are not real. Often, when children play, they temporarily accept fictional realities, like pretending to be a superhero flying through outer space to rescue a stranded spacecraft. In play and magic, one does not have to conform to the fundamental laws of physics. In magic and play, one can fly, float and transform, thereby defying the natural laws of gravity, and inertia. Suspension of disbelief can also be found in the role of a storyteller. A storyteller and the role of a magician are very similar. A teacher, as a storyteller, encourages their students to become engaged in a story and participate in it as a character crossing into the realm of fantasy for the sake of enjoyment (Koushki, 2019). Magic does the same, for the sake of enjoyment. The students’ curiosity in watching a magic trick fuels the willing suspension of disbelief (Leddington, 2016).

The process of learning magic tricks can be a good tool for fostering a growth mindset (Wiseman, 2023). The process involves practicing the magic trick and repeating the trick over and over to improve on skills needed to present it in a deceptive manner. Overcoming challenges and putting forth persistent effort to master the skills needed to perfect the magic trick leads to improvement which is an essential principle of cultivating a growth mindset. Instead of thinking, “I can’t do this,” they are encouraged to think, “I can’t do this, yet.” Practice makes progress, not perfection. Students are encouraged to reflect on their progress of learning the magic tricks and celebrate the learning journey (Ezell & Klein-Ezell, 2003).

Magic provides an opportunity for students to regulate their emotional responses by monitoring their own emotional responses during their performance. The performance of magic tricks provides the perfect opportunity to practice regulating their emotions and strengthening their impulse control. When performing magic tricks, the performer practices patience by doing certain steps prior to the big reveal of the magic surprise. For example, a beginning performer may be tempted to do the last move that shows a stuffed bunny in a production box, prior to showing the box empty. Without first showing the box empty, it would not create a magic moment or surprise by showing the stuffed bunny in the box. In addition, many young magicians will be tempted to share how the trick is done, which goes against the magic rules in the art of magic. After the performance of a magic trick, students must self-regulate and practice impulse control by not revealing the secret of the magic to their audience. Self-regulation skills and impulse control can be generalized in many areas outside of magic.

When students perform magic tricks, they practice sequential reasoning when they decide the most deceptive manner to present their trick. If a logical sequential process is not followed, the presentation will not be deceptive, and the magic moment will not be impressive. The performer makes decisions about their hand and body movements based on what they think the audience will or will not see. “If I do this, what will the audience see?” To successfully present a magic trick, one must follow a logical step-by-step process which requires sequential reasoning. Many times, these decisions are made by practicing in front of a mirror or by watching a video of their practice performance. Sequential reasoning is an important skill to have throughout life, not just performing magic. If sequential reasoning is not used when following the recipe instructions for a chocolate cake, the result will not turn out right and the cake will not be tasty. Learning and performing magic tricks provide opportunities to practice sequential reasoning.

When mistakes happen during a magic performance, it teaches resilience and provides the opportunity to “fail well.” In some cases, “failing well” might be just as valuable as getting it right and on many occasions will be even more entertaining. Messing up a magic trick can often feel playful and can even invite curiosity rather than criticism, especially if the performer uses humor and makes it entertaining. The key is to remain charming and roll with the mistakes. If a coin drops to the floor the performer might say, “Gravity–my oldest rival,” or “Don’t worry, I will edit that out in the live version.” When mistakes happen during a magic performance, students with disabilities are given the chance to be flexible and shift strategies and find a way to cover the mistake.

Challenges will happen in life and things do not always turn out as planned. Being resilient is an important skill to master, especially for individuals with disabilities. Knowing how to improvise and adapt is a skill that will serve them well in their future and it might start with learning how to cover up a magic mistake during a performance. The student performers learn through challenging performances of magic tricks that mistakes are not necessarily negative and can be viewed as steps toward success. With reflection, the students can figure out why the trick did not work and what they can do next time to improve their performance. Mistakes can be viewed as part of the learning process.

We know that students with disabilities can be more engaged in the learning process. It is up to educators to facilitate the removal of barriers that stand in the way. Implementing a magic program can create an environment conducive for student engagement by providing new opportunities for students to engage. Showcasing the abilities of students with disabilities through magic can remove the barriers of stigma and isolation, thereby changing negative perceptions to positive perceptions and creating a sense of belonging from both students’ perspectives with disabilities and students without disabilities.

Overall, the experiences of learning and performing magic tricks merge all the overlapping elements of nurturing joy and play and proponents of engagement. Learning and performing magic tricks evoke a sense of joy and play in students with disabilities. Skills learned from magic tricks can easily be used in other settings inside and outside of school. Through the power of magic, students with disabilities are more engaged, confident and possess the necessary skill set to positively interact with their peers and feel more included in their school community.

5. Conclusions

The UDL guidelines have been transformative for students with disabilities and have proactively removed barriers and promoted inclusion, yet these flexible learning environments have not been a silver bullet for all students. As with everything in life, there is always room for improvement. In July 2024, UDL revised their guidelines and added the consideration of nurturing joy and play as an engagement strategy. The implementation of magic tricks as an engagement strategy to meet this new guideline can potentially be one solution. There are other fun and engaging solutions other than magic. The inclusion of games, puzzles, music, dance, role playing, riddles and escape room activities are all viable possibilities for nurturing joy and play. However, no other program offers the unique benefits of a magic program for nurturing joy and play. Magic tricks can do much more than entertain and should be explored as an option for classroom use.

Teachers have had great success implementing magic tricks to meet educational goals. Implementing magic tricks in the classroom setting can be specifically tailored to meet specific needs of students with disabilities, like fine motor skills, but the benefits are far-reaching and have long lasting positive impacts with social skills development. Because of the high interest level, students are very motivated to participate in learning magic tricks, which makes learning magic tricks even more appealing for the classroom setting.

Creating positive social experiences is important for the inclusion of students with disabilities. Because we know that students with disabilities sometimes experience social isolation and stigma from their peers, it is important to implement strategies for social inclusion. Magic tricks can be an integral part of the solution for inclusivity because it involves social interaction in a joyful, playful manner, thereby providing opportunities for students to feel connected and accepted. Performing magic tricks for their peers without disabilities in a social setting can create a positive social experience. Students with disabilities can also work together with their peers without disabilities with learning and performing magic tricks which can create social acceptance. The use of magic tricks is an effective tool to connect students with disabilities in a positive way with their peers without disabilities in the classroom setting.

There is a deep overlap between the experiences of students’ performances of magic tricks and nurturing joy and play. A shared set of human experiences and emotional responses are in both performing magic and nurturing joy and play. The emotional response of laughter is common with magic and joy and play. With a magic trick there is a moment when reality appears to be suspended, and it creates a feeling of wonderment and surprise. With joy and play there are feelings of delight of the unexpected. Both the performance of magic tricks and nurturing joy and play create a “special moment” that takes us out of normal routine thinking and nurtures a sense that something special just happened. With the performance of magic tricks, the use of imagination is front and center as the magician encourages the audience to believe in the impossible. Similarly, when children play, they use their imagination to pretend they can fly or pretend a cardboard box is their spaceship. Play and magic both encourage imagination and invite one to temporarily suspend reality and move into an imaginative reality. Nurturing joy and play require emotional courage to lean into imagination.

Magic also requires the same human imagination connection as joy and play. Magic is a form of play and magic creates feelings of joy, thereby creating a strong overlap between the performance of magic tricks and nurturing joy and play. After comparing the elements experienced when learning and performing magic tricks to the essential elements needed to nurture joy and play, it is concluded that there are many overlapping elements (see

Table 3. Comparison of Overlapping Essential Elements between Magic Tricks and Nurturing Joy and Play.

Elements	Literature Findings Magic Tricks (Peer- Reviewed)	Author’s Magic Experience (Observations)	Literature Findings Joy and Play (Peer-Reviewed)	Aligned (Observations Matched Literature Findings)
Engagement	Bagienski and Kuhn (2019) Spencer (2012)	Students were visibly attentive and excited Students leaned forward and made eye contact	Van Acker and Wehby (2000) Yogman et al. (2018)	✔
Joyfulness and playfulness	Hilas and Politis (2014) Kashdan et al. (2018) Waugh and Fredrickson (2006)	Students participated with enthusiasm and smiles	Cools (2011) Cronqvist (2021) Dang et al. (2012)	✔
Multiple means of expression	Kovács (2023) Wiseman (2023)	Students expressed themselves and asked questions, created dialogues for tricks and mimicked actions of tricks	Hovey et al. (2022) Praveen et al. (2024)	✔
Suspension of disbelief	Leddington (2016)	Students were willing to “play along” with the narrative of the tricks Students gasped and said, “No way!”	Koushki (2019)	✔
Surprise	Bagienski and Kuhn (2019) Wiseman and Watt (2024)	Students’ facial expressions were of delight and amusement Students’ jaws dropped or had a sudden facial freeze	Ostroff (2016) Berns (2010)	✔
Fosters a positive environment	Kovács (2023) Spencer (2012)	Students expressed connection with relaxed body language, smiles, and verbal expressions of appreciation	Omer-Attali et al. (2024) Walsh et al. (2017)	✔
Atmosphere of warmth and excitement	White and Ingram (2023) Wiseman and Watt (2024)	Students verbally expressed feelings of excitement The classroom environment felt energized with warm fuzzy feelings of happiness	Villavicencio and Bernardo (2013) White and Ingram (2023)	✔
Laughter	Hart and Walton (2010) Cundall (2007) Omer-Attali et al. (2024)	Students joyfully laughed during magic trick experiences	Dowling (2014) Omer-Attali et al. (2024)	✔
Evokes curiosity and imagination	Leddington (2016) Subbotsky (2010)	Students asked inquisitive questions about the tricks and offered imaginative ideas about the tricks	Henricks (2008) Dubinsky and Hamid (2024)	✔
Encourages creativity	Bagienski and Kuhn (2019) Subbotsky (2010)	Students created their own presentations and stories about the tricks	Henricks (2008)	✔
Promotes social competence and self-esteem	Ezell and Klein-Ezell (2003) Yuen et al. (2023)	Students initiated peer interactions comfortably and used eye-contact Students appeared relaxed and self-assured Students’ self-praised, “I was amazing!”	Van Acker and Wehby (2000) Yogman et al. (2018)	✔

).

Multiple congruences were confirmed and reinforced that the experiences of using magic tricks in the classroom match the elements needed to nurture joy and play. No discrepancies were noted between the elements of nurturing joy and play when compared to the experiences of learning and performing magic tricks. The experiences of learning and performing magic tricks match perfectly with the guidelines of nurturing joy and play. Experiencing the magic performance either by watching and/or participating in the performance creates an environment for nurturing joy and play. Whether it is students watching their teacher perform or taking part in the performance themselves, it is the magic experience itself that is the critical attribute needed to nurture a joyous and playful learning environment. The elements of the magic experience align closely with the elements needed to nurture joy and play.

Implementing magic tricks offers many benefits for students with disabilities (see Table 2 above in the Section 3.4 of the narrative). Teachers should consider implementing magic tricks in their classrooms, even if on a small scale, to enhance student engagement and nurture joy and play. Teachers can incorporate magic tricks in the classroom in many ways and in various subject areas (see Appendix A). There are many magic tricks that are easy to learn and take merely 30 s or less to perform (see Appendix B), which make them ideal to use as rewards throughout the day (e.g., to reward students for quickly and quietly lining up for lunch). Teachers who wish to establish a more comprehensive magic program in their classroom should follow steps to ensure success. The seven steps outlined in Appendix C ensure a successful implementation of the teaching and performing of magic tricks in a classroom setting.

Overall, there are many overlapping elements between the experiences of learning and performing magic tricks and nurturing joy and play. Both learning and performing magic tricks can be used to increase engagement for students with disabilities in the classroom setting. Therefore, the author concludes that potentially teachers may successfully meet the 2024 Universal Design for Learning (UDL) Guidelines 3.0 for Engagement Consideration 7.3: Nurturing joy and play by using magic tricks in the classroom.

Recommendations: Professional development for special education teachers is needed to understand the importance of student engagement and nurturing joy and play.

Limitation 1: Several inferences were made about the impact of magic tricks without empirical evidence (e.g., PET scans would be necessary to empirically document if watching magic tricks increases dopamine levels in the brain, which would be very expensive and exposure to radiation). A more logical option to make inferences is to use well-documented dopamine triggers such as surprise, curiosity and feelings of joy, which are already documented feelings related to experiencing magic tricks.

Limitation 2. The author acknowledges having a preconceived bias of believing that when magic tricks are included in the classroom, they provide benefits for students with disabilities, and they help create a positive learning environment. The inclusion of magic tricks in the classroom was thought to be beneficial and aligned with the elements of nurturing joy and play; however, the author did not know if it would be supported in the literature review. An independent researcher was used to review articles to determine if there was contradictory evidence of the benefits of magic in the classroom.

Limitation 3. No PRISMA protocol was registered for this systematic review.