A Boy Called Bat

Valerie is a dynamic secondary character, a stereotypical mother archetype. Her character represents a constant source of safety and support in Bat’s life. She is characterized as intelligent, capable, and fiercely compassionate through her work at her own veterinary clinic. Valerie’s behavior and choices show that she values and prioritizes her family and role as a mother. Although she does not experience a significant change in her personality or behavior, she does experience a transition in her acceptance of Bat.

Valerie strives to accept her son, but their communication differences, such as Bat’s lack of outward affection, cause her emotional pain. Valerie’s pain is revealed through dramatic irony, as she appears somewhat jealous of Bat’s connection with Thor and prompts him to communicate in ways that she is comfortable with—eye contact and physical affection.

During her conversation with Bat about eye contact, Valerie listens to her son and realizes his unique perspective. Valerie gleans information from examining eyes, as she does not trust what people say. She innately understands nonverbal cues, such as facial expressions, and knows people are not always honest. She does not push her views onto her son; she accepts his differences, making her better equipped to relate to him moving forward.

Valerie meets Bat halfway when she accepts that he has a different perspective, and Bat meets Valerie halfway when he looks back at her and smiles before going into his room with Israel. She finally receives the affectionate, reciprocal response from Bat that she craves. Their relationship has grown stronger, and they both have a better understanding of what the other needs in terms of communication.

While siblings Janie and Bat have their ups and downs, Janie is a static secondary character. She is characterized as artistic and musical. She is outgoing, conveyed through her personality and preparations for an upcoming musical at school. Janie is also responsible beyond her years, as she is an elementary student, yet is tasked with caring for and setting a good example for her brother. Janie has one close friend, Ezra, who lives nearby and shares her love of creativity.

Janie loves Bat and wants to help him, but also experiences feelings of sibling rivalry. She teases Bat, like a stereotypical older sister, but is told not to by their mother. Because of Bat’s neurodivergence, Janie is expected to adapt her feelings and behaviors, but does not always meet these expectations. She often annoys Bat or hurts his feelings, but Bat also annoys Janie and hurts her feelings. Their relationship is portrayed as stereotypical siblinghood.

Janie is like her father in that she does not walk on eggshells around Bat, but differs in that she accommodates Bat’s needs. She understands Bat’s needs and does not resent him for his differences. Furthermore, she does not treat Bat differently because of his neurodivergence. Janie treats him like a younger brother, teasing him when he is annoying and supporting him when he needs it. Her character portrays the larger message that people with neurodivergence might have unique needs, but do not deserve to be infantilized.

Bat’s father, referred to as “Dad” throughout the book, is a static secondary character. Through his apartment and sports car, he is characterized as independent and not family-oriented. His interest in sports depicts him as different from his children, who do not care about sports. Although his children do not like sports, Dad prioritizes watching sporting events while his children are with him on Every-Other Fridays.

Unlike Janie and Valerie, Dad does not make accommodations for Bat. He does not call Bat by his preferred name and makes chili for dinner, which he knows Bat dislikes. Dad does not appear to devote effort toward relating to Bat. Instead, he expects his son—a third-grader, a child with neurodivergence—to conform to his comfort zone. As such, Dad acts as a foil to Valerie, who conforms her expectations to meet Bat’s needs.

While Bat and his father are dissimilar, Arnold does incorporate a personality trait that they share—a love of organization. Bat has a unique organizational system in his room, and Dad has a highly organized garage. This shared trait creates relatability between the characters, which alludes to hope for a better relationship in the future.

Mr. Grayson, a static secondary character, remains a steady and positive influence in Bat’s life. His physical appearance is vague, save for a short reference to a budding mustache and his hands, which have “long fingers and interesting rings” (189). His limited physical descriptions leave room for the reader to form their own views of his appearance. Arnold alludes to the idea that Mr. Grayson’s favorite color is orange, as he has orange shoes and an orange car. The combination of these minor details, along with his teaching style, suggest that Mr. Grayson is unconventional.

Mr. Grayson is primarily characterized through his teaching methods and treatment of Bat. He respects his students and runs his classroom accordingly. He allows students the autonomy to meet their own needs, but still instills a sense of structure. Mr. Grayson allows breaks as needed, but does not let the children’s education suffer; he confirms their involvement in his learning experiences.

Bat has a strong connection with Mr. Grayson because the teacher accepts him for who he is. He has no hidden agenda to push Bat into behaving more neurotypically, but rather encourages Bat to be the best version of himself. He acts as a supply of constant, non-judgmental support and acceptance in Bat’s life, and, as a result, Bat loves his teacher and enjoys school. Mr. Grayson’s character embodies the importance of children trusting and being accepted by the authority figures in their lives.

Israel, an important secondary character, serves as a source of steady compassion and connection. He is a fellow student in Mr. Grayson’s class. He is characterized by his overt friendliness through his acceptance of Bat and politeness to classmate Lucca. When Israel snaps at Bat after Bat embarrasses Lucca, his intention is not to be cruel to Bat but rather to stand up for Lucca.

Israel makes multiple attempts to befriend Bat, but Bat does not perceive Israel’s intentions. Regardless, Israel pursues the friendship. His determination to befriend Bat characterizes him as kind and compassionate. He is also understanding and forgiving, and does not judge Bat for the miscommunications between them.

Israel contributes to the happy endings of both Bat and Valerie. Bat is surprised and excited that Israel is interested in learning about skunks. Not only does he find a new friend in Israel, but someone with whom to share his special interest. Valerie, too, is excited that her son has a friend his age. She wants happiness for Bat, and wants him to feel connected to and loved by those around him.