‘Beyond the Stereotype’: Neurodivergent Students’ Experience and Peer and Teacher Understanding of Neurodiversity in a Mainstream Girls’ School

Neurodivergent students often report lower satisfaction at school, lower levels of peer and teacher acceptance and understanding, and poorer wellbeing. This study aimed to explore the experiences of neurodivergent students, specifically autistic and attention-deficit/hyperactivity disorder students, in a mainstream, academically selective, girls’ school. Peer and teacher understanding of and views towards neurodiversity were measured. All students and teachers were invited to complete an online survey co-designed by neurodivergent students at the school. Open-text responses from 26 neurodivergent students, 84 neurotypical students and 36 teachers were analysed. Quantitative responses were compared across groups. The majority of neurodivergent students ( n = 25, 96%) had disclosed their diagnosis to at least one person at school. Neurodivergent students reported higher use of camouflaging compared to neurotypical students. Qualitative data were grouped into five themes: (1) challenging assumptions: what is neurodiversity?, (2) ‘it makes them out as different’, (3) living in a neurotypical world, (4) steps towards a neuroaffirmative approach and (5) ‘breaking the ice on discussions around neurodiversity’. Recommendations for improving school understanding and support for neurodivergent students, and potential nuances for females, are discussed. Lay Abstract Neurodivergent students often report lower satisfaction at school, lower levels of peer and teacher acceptance and understanding, and poorer wellbeing. This study aimed to explore the experiences of neurodivergent students in a mainstream school. Peer and teacher understanding of and views towards neurodiversity were measured. All students and teachers were invited to complete an online survey co-designed by neurodivergent students at the school. Responses from 26 neurodivergent students, 84 neurotypical students and 36 teachers were analysed. Neurodivergent students reported a clear need for greater peer and teacher understanding and support of neurodiversity, and neurotypical students and teachers were motivated to learn more about neurodiversity. The majority of neurodivergent students (n= 25, 96%) had disclosed their diagnosis to at least one person at school. Disadvantages of disclosure included stigma, discrimination, and misunderstanding. Neurodivergent students reported higher use of camouflaging (using strategies to hide their differences to fit in with social norms/expectations) compared to neurotypical students. Recommendations for improving school understanding and support for neurodivergent students, and potential nuances for females, are discussed.