Bridging the Gap: Co-Produced Neurodiversity-Affirming Resources for Undiagnosed Children Aged 7-11: Insights from Children, Families and Stakeholders
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| Title: | Bridging the Gap: Co-Produced Neurodiversity-Affirming Resources for Undiagnosed Children Aged 7-11: Insights from Children, Families and Stakeholders |
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| Language: | English |
| Authors: | E. Shore (ORCID |
| Source: | Journal of Research in Special Educational Needs. 2026 26(2). |
| Availability: | Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us |
| Peer Reviewed: | Y |
| Page Count: | 16 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Education |
| Descriptors: | Psychoeducational Methods, Neurodevelopmental Disorders, Children, Elementary School Students, Student Empowerment, Learner Engagement, Student Participation, Active Learning, Vocabulary Development, Communication Skills, Well Being |
| DOI: | 10.1111/1471-3802.70077 |
| ISSN: | 1471-3802 |
| Abstract: | This qualitative study investigated the acceptability and suitability of neurodiversity-affirming psychoeducational resources for children aged 7-11 years without formal autism or attention deficit hyperactivity disorder (ADHD) diagnoses. Using a reflexive thematic analysis of semi-structured interviews with 24 families and written feedback from seven stakeholders, the research explored perceptions of repurposed resources. One overarching theme 'Empowering Individualised Engagement' and six themes were developed: (1) Active Participation, (2) Harnessing Words, (3) Personal Resonance, (4) Communication, (5) Tailoring for Growth and (6) Strategies for Challenges. These were driven by the resources' engaging, co-produced design, strengths-based language non-clinical terminology, and ability to foster personal resonance. The resources enabled children to develop a shared vocabulary for their needs and equipped families with practical strategies, which fostered a positive identity. This study concludes that non-clinical, strength-based resources can bridge service gaps for children on diagnostic waitlists or with suspected neurodivergent traits, offering a scalable inclusive model for supporting child well-being by prioritising empowerment over deficit-based approaches. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1503944 |
| Database: | ERIC |
| Abstract: | This qualitative study investigated the acceptability and suitability of neurodiversity-affirming psychoeducational resources for children aged 7-11 years without formal autism or attention deficit hyperactivity disorder (ADHD) diagnoses. Using a reflexive thematic analysis of semi-structured interviews with 24 families and written feedback from seven stakeholders, the research explored perceptions of repurposed resources. One overarching theme 'Empowering Individualised Engagement' and six themes were developed: (1) Active Participation, (2) Harnessing Words, (3) Personal Resonance, (4) Communication, (5) Tailoring for Growth and (6) Strategies for Challenges. These were driven by the resources' engaging, co-produced design, strengths-based language non-clinical terminology, and ability to foster personal resonance. The resources enabled children to develop a shared vocabulary for their needs and equipped families with practical strategies, which fostered a positive identity. This study concludes that non-clinical, strength-based resources can bridge service gaps for children on diagnostic waitlists or with suspected neurodivergent traits, offering a scalable inclusive model for supporting child well-being by prioritising empowerment over deficit-based approaches. |
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| ISSN: | 1471-3802 |
| DOI: | 10.1111/1471-3802.70077 |
