Voices Unheard: How School Shapes Mental Health for Gender and Neurodiverse Youth

Gender-diverse youth report significantly poorer mental health outcomes than other youth populations. Neurodiverse youth also report poorer mental health outcomes than their neurotypical peers. Research shows that school experience impacts these outcomes. However, this research has yet to explore how belonging to both populations affects mental health, particularly in school. Thus, this study sought to explore people's experiences of being neuro- and gender diverse in school, and how these experiences impacted their mental health. This study also looked at what schools could do to support the mental health of this population. Interviews/focus groups were conducted with 12 people aged between 16 and 19 attending sixth forms, colleges, and universities across England. This age range was selected so that participants could reflect on their recent experiences of school. Reflexive thematic analysis developed four themes. Participants acknowledged that their school experiences were turbulent, because of the way others treated them, due to their identities. Participants did not feel understood and in turn, did not receive enough consistent and appropriate support, which negatively impacted mental health. However, participants also noted that understanding teachers, bespoke support, and representation all improved their mental health at school. Implications for educational professionals are also discussed.