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In high school, gaming became one of my primary ways to connect with peers. While it wasn’t mainstream at the time, it provided me with the opportunity to form meaningful and lasting friendships.

I spent many lunch breaks walking to my friend’s house near the school to play games like Super Smash Bros. or Halo. These sessions weren’t just about playing the games, they provided structure for social interaction through a shared common interest. Games have the capacity to enable not only fun, exciting, and memorable moments but also detailed depth for discussion, strategy and collaboration. Some of the people I met years ago through gaming remain part of my life today, including my wife.

Many of my peers weren’t as extroverted as I was and really struggled to reach out socially at a young age. Their withdrawn personalities were enabled by the fact that gamers often faced labels such as ‘nerd’ or ‘loser’. Having a shared hobby through video games helped me connect with them by breaking down barriers. It gave them a comfortable entry point into conversations and group settings, providing common ground without pressure. It was a privilege to see my awkward and quiet friends express a colourful level of engagement and enthusiasm that others rarely see. This experience still shapes how I approach building inclusive communities in my teaching practice.

The turning point for me in bringing gaming into school settings came when I saw how effective it was during a school fundraiser: a Super Smash Bros. Melee. The tournament was hosted by a student group and supervised by a teacher. I noticed fellow students participating who normally avoided other school activities. The atmosphere was lively and competitive, bringing out energy from individuals who were known to be timid.

That experience showed me the potential of gaming to engage students beyond the usual groups. Experienced students were excited to show off their skills and others just had fun playing. Lots of what you would observe in a school sports event like sportsmanship and strategizing occurred during the fundraiser. While reflecting on student engagement during my career path, I wanted to carry this positive experience along to my school communities.

Later, as a student teacher, I had the opportunity to assist in an emerging eSports team and was introduced to the Manitoba Scholastic eSports Association (MSEA). In my first year of teaching, I launched our school’s first official eSports club. The objective was straightforward: create an inclusive environment where students could engage through gaming in a structured, supportive space—especially those who weren’t drawn to traditional sports or clubs.

Now, as part of my work teaching interactive digital media at Kildonan-East Collegiate in Winnipeg, I supervise a daily lunch-hour gaming program in the computer lab. The space includes multiple Nintendo Switch consoles and a dedicated TV. Students take turns, organize mini-tournaments, and frequently return with friends.

I also recruit players for MSEA’s seasonal provincial tournaments, which run similarly to athletic seasons. We compete in games such as Brawlhalla, Super Smash Bros. Ultimate, Rocket League, Valorant, and League of Legends. I’m fortunate to work with my colleagues David, Lex, and Rachel—who help supervise when I’m unavailable, ensuring that the students always have activities to look forward to.

In addition to eSports, I’ve also established and maintained a Dungeons and Dragons (D&D) club. It runs multiple times a week and remains consistently active. I lead some of the sessions and provide materials for student-led groups, including dice and adventure books. More than often, students participating in these clubs have trouble engaging with traditional school clubs. The social opportunities gaming clubs provide have been especially meaningful for students who tend to feel isolated or disconnected from other areas of school life.

One example that stands out is a student who joined with no background in competitive gaming. At first, she played passively and rarely communicated with her team. But she consistently showed up and practiced. Over time, she developed initiative, took leadership during games, and became a strong communicator. Watching her progress was a clear reminder of how extracurricular opportunities like this can build confidence and personal development.

Many students who participate in these programs have formed lasting friendships. I often see small, quiet groups of students expand into inclusive peer networks that continue outside of the club setting. For me, that’s one of the most valuable outcomes.

Gaming as a Platform for Skill Development

Gaming is a practical context for developing communication, teamwork, and leadership skills. In team-based games, clear coordination is essential. Students learn quickly that success depends on them being able to share ideas, plan strategy, and make decisions together. These moments often generate disagreement, and I use them as teaching points to help students learn how to compromise and communicate respectfully.

Leadership development is also part of the club’s structure. I assign team captains who take responsibility for organizing matches, reminding their team members about schedules, and keeping participation balanced. These students often grow into their roles, taking initiative without prompting. It also helps distribute responsibility and keeps the club student driven while I handle logistics and supervision.

Peer mentorship also develops naturally. More experienced players frequently help newer students learn mechanics or improve their gameplay. I’ve observed how this mentoring leads to increased confidence and reinforces a collaborative team culture. The result is a space where students actively support each other’s development rather than competing individually for recognition.

Supporting Belonging and Attendance

Gaming clubs have had a direct impact on student engagement and school attendance. Several students have told me that eSports or D&D give them something exciting to look forward to at school. In some cases, students who were previously absent or disconnected became consistent attendees once they had a reason to feel connected to the community.

One parent shared that their child had become more sociable and respectful after joining the eSports club. They noted that the student had developed better sportsmanship, handled losses with maturity, and began setting goals for personal improvement. I’ve received similar feedback from other families, and it consistently reinforces that these clubs meet needs similar to that of other traditional extracurriculars.

Just a Game?

My experience running gaming and D&D clubs has shown that this is more than just a hobby for students, it’s a structured opportunity for connection, growth, and leadership. Through these activities, students have developed friendships, improved their communication skills, and taken on responsibility. Some have become more confident; others have simply found a consistent, safe space where they can relax and be part of something.

While gaming may still carry stereotypes for some, the reality in schools is different. For many students, it is the only place they feel seen. These programs offer a platform that is inclusive, skill-building, and sustainable with the right support. The effort I put in—whether organizing tournaments, supervising sessions, or mentoring players is consistently returned in the form of meaningful outcomes for students.

Looking back, I often think about how meaningful a program like this would have been for me as a student. While I found my way through informal gaming communities, having a structured club with school support would have created even more opportunities for connection and growth. It’s rewarding to provide that now, to give students a space where they feel like they belong, where their interests are celebrated, and where their growth is visible. These clubs aren’t just about playing games, they’re about creating the kind of community I would have valued when I was in their shoes.

– Originally published in the Spring 2025 issue of the MB Teacher

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