TEMPE, Ariz. — In recognition of Autism Acceptance Month this April, members of the ITA Student-Athlete Council met with Bowdoin College women’s tennis juniors Zoe Sun and Caroline Stuhlfaut, plus head coach Ben Lamanna, to highlight their involvement, passion and tireless work with the ACEing Autism program.
Designed to help children with autism grow, develop and benefit through tennis programming, Bowdoin is greatly involved with ACEing Autism on its campus, turning an act of community involvement into a greater understanding of leadership and inclusion.
“College tennis has taught me that energy is contagious, and through ACEing Autism, I have seen how important it is to lead with warmth, encouragement, and consistency. Those small moments have helped me form meaningful relationships with the athletes and their families,” Stuhlfaut said.
Continue reading below for the full Q&A with Sun and Stuhlfaut.
What inspired you to get involved with ACEing Autism, and how has that experience shaped you both as a student-athlete and as a person?
Zoe Sun: When I found out that Bowdoin was starting an ACEing Autism program, I immediately knew it was something I wanted to be a part of. In high school, I was involved with several mentorship programs where I had the opportunity to work with middle schoolers. This is where my love for teaching and community engagement first sprouted. I have always been drawn to roles that allow me to mentor others and work with children, but ACEing Autism offered a unique way to merge that passion with the sport that has defined so much of my life.
As a person, this experience has deepened my understanding of leadership. It has taught me to communicate more effectively and to appreciate the diverse ways in which individuals process the world around them. Watching a participant gain confidence through tennis has been incredibly grounding. It has taught me that I often learn as much from my participants as they do from me. Their resilience and unique perspectives have challenged me to be more present, adaptable, and intentional in how I contribute to my community.
Caroline Stuhlfaut: Our coach had previously been involved with ACEing Autism and brought up the idea of starting a program in Brunswick. Since I had experience teaching tennis, I was excited to help get the program off the ground. Working with members of the Bowdoin College staff, we were able to host the first ACEing Autism clinic in Brunswick, which has become one of the most meaningful parts of my college experience.
One athlete in particular, who has been with us since the very beginning, has really shaped my perspective. She comes to every clinic with so much energy, excitement, and joy. She is always eager to play tennis, make friends, and encourage everyone around her. Over time, our team has developed a close relationship with her, and recently she has even started coming to support our tennis matches, cheering louder than almost anyone in the stands.
That relationship has helped me realize how powerful connection can be. Whether I am engaging with professors in class, building trust with my doubles partner, or working with athletes at ACEing Autism, relationships are at the core of growth and success. This program has reminded me that tennis is not just about competition; it can also be a way to create community, confidence, and joy.
How has your experience as a college tennis player influenced the way you lead and run your ACEing Autism program?
Sun: Competing at the collegiate level has taught me that a leader’s most important trait is the ability to adapt to any situation. In a match, there are constant adjustments you must make strategically and even emotionally. I aim to bring that same adaptive mindset to ACEing Autism. If a drill isn’t clicking or a participant needs a different approach, I’ve learned to read the situation and change my plans to keep the session productive and fun. Being part of a team has also shown me how much collective energy impacts each individual and the overall environment. I have learned that showing up with high energy and enthusiasm affects not just the energy of the participants, but also other volunteers. This creates a space of encouragement that allows participants to feel comfortable taking risks and learning at their own pace.
Stuhlfaut: Unlike junior tennis, college tennis is a team sport, which makes it much more exciting and rewarding. Our greatest successes happen when everyone is working toward the same goal, supporting each other, and bringing positive energy to the court. I try to bring that same mindset into ACEing Autism.
When we plan clinics, I want the athletes to feel like they are part of a team, not just going through individual drills. We do a lot of partner and group activities, and we try to create goals that encourage communication and problem-solving. My experience as a college athlete has taught me that a strong team environment can make people feel more confident and supported, and I think that is especially important in this program.
What lessons from college tennis, whether on the court or as part of a team, have helped you most in working with athletes with autism?
Sun: In college tennis, especially in doubles, I’ve learned to read my partner’s energy and body language without verbal communication. It is essential that partners are able to notice how the other is feeling to be able to support each other through difficult moments. In applying these skills to ACEing Autism, I’ve become much more observant of my participants’ cues such as recognizing when a drill is becoming overwhelming or when a small success deserves a positive response. Tennis has taught me to be a more intuitive coach who meets athletes where they are in that specific moment.
Stuhlfaut: One lesson from college tennis that has really stayed with me is the power of a smile. This year, our team has talked a lot about how a smile can relax you, uplift your teammates, and change the energy around you. That idea has carried over directly into ACEing Autism.
During clinics, I have learned that something as simple as smiling, being patient, and showing genuine excitement can make a huge difference. It helps the athletes feel more comfortable and creates a positive environment before we even begin playing tennis. College tennis has taught me that energy is contagious, and through ACEing Autism, I have seen how important it is to lead with warmth, encouragement, and consistency. Those small moments have helped me form meaningful relationships with the athletes and their families.
Through your work with ACEing Autism, what have you learned about the importance of inclusion in sports, especially within college tennis?
Sun: I have learned through ACEing Autism that true inclusivity in sports is about more than just physical presence. It is about creating a space of intentional belonging where the environment is adapted to meet the athlete’s specific needs. It is so amazing that ACEing Autism has given us the opportunity to create a space where participants can build social connections and physical confidence without the fear of being judged or misunderstood. This intentional belonging also has a great positive impact on us as student-athletes. It forces us to step outside our own competitive bubbles and reconsider what it means to be part of a team and our community. It has taught my teammates and me to value every small breakthrough and to appreciate the unique strengths that every individual brings to the court.
Stuhlfaut: Through ACEing Autism, I have learned that inclusion in sports is not just about giving people access to a court or a program. It is about making sure they feel welcomed, valued, and capable once they are there. Tennis can sometimes feel like an individual or even intimidating sport, but ACEing Autism shows how it can also be adapted into something joyful, social, and community-centered.
As a college tennis player, I have always understood tennis as a space for competition, discipline, and teamwork. ACEing Autism has expanded that understanding. It has shown me that sports can be just as powerful when the goal is confidence, connection, and belonging. Seeing athletes celebrate small improvements, build relationships with volunteers, and become more comfortable on the court has reminded me that success in sports can look very different for each person. It has also made me think more carefully about the role college athletes can play in creating inclusive spaces. We have the opportunity to use our sport not only to compete, but also to make others feel included in the tennis community. That has been one of the most meaningful lessons I have taken from the program.
What would you say to other college tennis players who want to use their platform to make a positive impact in their communities?
Sun: I would tell them that being a college athlete can serve as a powerful tool for connection with others. We have the unique skills and facilities to be able to give back to our communities and impact people’s lives in a positive way which has truly brought so much joy to my team and I. Perhaps the most rewarding part of this journey is seeing these connections beyond our sessions. Some of our biggest supporters are now the kids and families from the program, who come out to cheer us on in the stands during our home matches. Hearing them cheer for us just as loudly as we cheer for them during our sessions is a powerful reminder that we aren’t just coaches and athletes but that we are a community. Knowing that we are leaving behind a legacy that will continue to benefit this community for years to come is a truly incredible feeling.
Stuhlfaut: I would say absolutely do it. As college athletes, we are given a platform through our teams, our schools, and our sport, and using that platform to connect with the community can be incredibly rewarding. ACEing Autism has shown me that even a small group of committed student-athletes can make a real difference.
For me, one of the most meaningful parts of the program has been building relationships with athletes and families in the greater Brunswick community. It is easy to get caught up in the routine of practices, matches, classes, and homework, but this program has helped me look beyond campus and recognize the impact we can have. It has also inspired me to get more involved in the local community in other ways. I would tell other college tennis players that they do not need to have everything figured out before starting. If they care about the mission, are willing to show up consistently, and approach the work with energy and patience, they can create something really meaningful. Tennis has given us so much, and programs like ACEing Autism are a powerful way to share that with others.
Learn more about ACEing Autism
ACEing Autism is on a mission to help children with autism to grow, develop and benefit from social connections and fitness through affordable tennis programming, uniquely meeting individual needs while filling a national void for this growing and underserved population.
Visit ACEingAutism.org for more.
