On a quiet afternoon at the Palo Alto High School tennis courts, a group of kids line up along the baseline. Holding their rackets in one hand and clutching the hand of an older student mentor in the other, each child runs a zig-zag pattern through a line of cones before giving an enthusiastic high-five to the volunteer when they reach the net. As the routine is repeated, a grin of satisfaction gradually appears on their faces. This reaction is emblematic of the ‘patience and positivity’ model at ACEing Autism, a student-led tennis clinic for children with autism.
The program was founded by senior Malcolm Ginwalla, who traced the idea back to a personal experience playing tennis with his cousin who has autism.
“I could see that he [his cousin] really enjoyed it,” Ginwalla said. “And I was already looking for volunteering opportunities, so I thought—maybe I can do something with this.”
Ginwalla, a sophomore at the time, discovered an ‘ACEing Autism’ program in Los Altos and saw both a model and an opportunity.
“There was a really long waitlist,” Ginwalla said. “So I was like, maybe I can help out and start my own program.”
After reaching out to the national organization and getting approval, Ginwalla launched a chapter at Palo Alto High School.
“I got into contact with the director of ACEing Autism nationally,” Ginwalla said. “We had some discussions and I ended up being fortunate enough to start my own program.”
The program now runs as a recurring six-week clinic, offered multiple times throughout the year. Ginwalla serves as the program director, overseeing each session and coordinating with parents and volunteers.
“My main job is to kind of oversee and help out in whatever way I can,” Ginwalla said. “But I really love it when I can just spend a little time and really focus on one kid in particular which can really help make an impact.”
Each session follows a consistent structure, starting with warm-ups and moving into drills that build basic coordination and tennis skills.
“We’ll do ball drills, like bouncing and passing, then racket control and then eventually forehands and backhands,” Ginwalla said. “Then after that, it’ll go into basic racket stuff like holding the racket, taking the racket with a ball, bouncing it on the racket all the way to the other side. Then it’ll also include ground strokes, so forehands and backhands. Some of them are advanced kids, so we have them hit with one of the volunteers.”
That structure is intentional. Many of the participants benefit from repetition and routine, which helps them stay engaged with the program.
“They’re definitely going to have more difficulty than someone who is neurotypical so my biggest technique was just being super patient,” Ginwalla said. “Demonstrating things over and over again and making sure they understand.”
Over time, that approach leads to significant changes. While participants improved technically, Ginwalla noted the most noticeable growth happens with their confidence.
“They do get better at tennis,” Ginwalla said. “But they also become more confident and more social, they start talking to each other more.”
The program’s benefits are not limited to participants. Many Paly students volunteer as counselors and describe significant personal growth, especially in how they approach teaching and communication.
Senior Santiago Sanchez began volunteering at ACEing Autism in March, initially as a favor to Ginwalla.
“I chose to help out with the ACEing Autism program to help my friend Malcolm,” Sanchez said. “I also thought it would be a great opportunity to try something new, to help kids connect with a sport. I’ve only been to ACEing Autism for two days, but I plan on going more times.”
Despite not being a tennis player himself, Sanchez quickly learnt that the merit of the program went both ways and taught him how to interact.
“I’ve grown to become someone who is patient and understanding towards people who have some trouble.”
For senior and varsity tennis player Ethan Kleiner, joining ACEing Autism started as a means of growing as a tennis player. Kleiner entered the program with prior coaching experience, but found that ACEing Autism challenged him to adapt in new ways.
“Each kid needs a different approach to coaching,” Kleiner said. “You have to be creative and patient with how you deal with problems.”
For Kleiner, the program’s value went far beyond simply developing tennis skills. He emphasized that many participants do not typically have access to team-based sports environments, due to their condition.
“A lot of these kids are denied the opportunity to be part of a team,” Kleiner said. “So just being out here with other kids and having fun is really important.”
The extent of that sense of belonging often becomes more visible as the sessions progress. Many volunteers noted that the kids become more engaged over time.
“They become more outgoing, more confident,” Kleiner said. “They want to play more games and try different drills.”
In some cases, those changes extend beyond the program itself. Kleiner described forming a long-term connection with a participant named Ryan, whom he met through ACEing Autism.
“I met [Ryan] at ACEing Autism about a year ago and I’ve been giving him private lessons on the side since then,” Kleiner said. “I’ve helped him not just with tennis, but with his speech and attention span and we’ve built a really nice relationship.”
However, those types of relationships depend on consistency, something Ginwalla says the program continues to work toward.
“One of the biggest challenges is keeping steady volunteers,” Ginwalla said. “When we have the same volunteers, the kids really connect. When we don’t, it’s much harder.”
He described how some participants become noticeably less engaged when paired with new counselors.
“If their volunteer isn’t there, you can see the difference,” Ginwalla said. “They’ll ask for them and won’t be as involved.”
In addition, logistical issues also present challenges, including securing court space through the city, which can often be unpredictable.
“Getting courts is really difficult,” Ginwalla said. “That’s one of the biggest challenges and it requires a lot of coordination.”
Despite these obstacles, the program continues to expand its reach and impact. For many participants, ACEing Autism provides a rare opportunity to be part of a supportive athletic environment.
One parent, who will be referred to as Jack for privacy, said that he observed changes in his son he never expected.
“He was a lot more talkative and couldn’t wait to go back,” *Jack said. “I honestly didn’t expect much, I hoped he would learn to become more outgoing and run around with the other kids.”
For Ginwalla, the most meaningful moments often remain the simplest.
“I really like seeing the smiles on their faces when they hit a shot over the net,” Ginwalla said. “I’ve even seen parents tear up. That’s when you know you’re making an impact.”
As he prepares to graduate, Ginwalla said the program will continue locally under new leadership, with his sister Kyra expected to take a role in running it. He also hopes to continue working in a similar role in the future, potentially as a student at UT Austin.
While drills and routines make up the structure of each session, the long-term impact of ACEing Autism is less about tennis and more about creating a space where students with developmental disabilities can grow their confidence. Ginwalla and his staff place an important emphasis on developing social skills in a supportive environment and build long-term relationships with older mentors.
