Neurodiversity

: Using pupil voice to explore the experience of pupils in a primary school

Abstract

A relatively new term, much of the existing research about neurodiversity is linked to autism and other neurological variations, the classification of these differences and issues of social justice in relation to brain diversities. However, there is a lack of existing educational research concerning primary aged children’s experiences of neurodiversity in the classroom. This case study addresses that gap and concludes that the use of neurodiversity as a positive framing for learning differences would contribute to a more positive learning experience for everyone in the classroom.
Underpinning the project was a recognition of children’s rights to contribute their views and the value that this adds to research. A social constructivist approach using collaborative, participatory methods therefore harnessed pupil voice to evaluate provision for learning and uncover policy or procedures that may be hindering inclusive teaching practice.

Methods of data collection and analysis that enabled the pupil participants to co-create new knowledge were used. Nominal Group Technique was employed to ascertain their key questions which were explored through focus group discussions. As co-researchers, they then undertook the first stage of thematic data analysis to develop semantic themes and subthemes.

In the second stage of analysis, I identified latent meanings which fell within two final themes. Uniformity of provision for neurodiversity, assumptions made by adults in the classroom and teacher attitudes were aspects related to the school’s current provision for neurodiversity. In addition, pupil anxieties were centred around the feelings of the individual, friendships, peer perceptions and the fear of bullying.

Discussion of the study findings contribute to practice in revealing three key areas to be addressed so that the learning experiences of the pupils in relation to neurodiversity are enhanced: student autonomy, social interactions and the classroom environment. The study contributes to theory by presenting these as the initial conceptualisations for a model of change. It also extends existing research concerning co-constructing knowledge with pupils.

Date of Award	1 Apr 2025
Original language	English
Awarding Institution	University of Winchester
Supervisor	Kerry Ball (Supervisor), Michael Hall (Supervisor) & Karen Morris (Supervisor)