Enhancing Neurodivergent Student Wellbeing in Co-Operative Education: A Theoretical Model and Research Agenda
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| Title: | Enhancing Neurodivergent Student Wellbeing in Co-Operative Education: A Theoretical Model and Research Agenda |
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| Language: | English |
| Authors: | Antoine Pennaforte, Anne-Marie Fannon |
| Source: | International Journal of Work-Integrated Learning. 2025 26(1):99-111. |
| Availability: | New Zealand Association for Cooperative Education. University of Waikato, Private Bag 3105, Hamilton 3240, New Zealand. Tel: +64-7-838-4892; e-mail: editor@ijwil.org; Web site: https://www.ijwil.org/ |
| Peer Reviewed: | Y |
| Page Count: | 15 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Descriptive |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Student Welfare, Neurodevelopmental Disorders, Cooperative Education, Mental Health, Work Environment, Educational Environment, Higher Education, Work Experience Programs, Action Research, Participatory Research, Employment Potential |
| Abstract: | This paper explores ways to support the wellbeing of neurodivergent individuals participating in co-operative education (co-op). The authors propose a theoretical model for supporting neurodivergent student wellbeing in co-op, based on the current understanding of wellbeing in WIL and interventions for neurodivergent individuals at work and in higher education. The paper also identifies methodological considerations in neurodiversity research within the WIL context. It then presents a research agenda identifying critical topics for future WIL research. The expected outcomes and implications for WIL practitioners, organizations, and the WIL community are discussed, highlighting the potential for broad adoption. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1463971 |
| Database: | ERIC |
| Abstract: | This paper explores ways to support the wellbeing of neurodivergent individuals participating in co-operative education (co-op). The authors propose a theoretical model for supporting neurodivergent student wellbeing in co-op, based on the current understanding of wellbeing in WIL and interventions for neurodivergent individuals at work and in higher education. The paper also identifies methodological considerations in neurodiversity research within the WIL context. It then presents a research agenda identifying critical topics for future WIL research. The expected outcomes and implications for WIL practitioners, organizations, and the WIL community are discussed, highlighting the potential for broad adoption. |
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