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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
Language: English
Authors: E. Shore (ORCID 0009-0001-5538-1037), L. Powell (ORCID 0000-0003-0230-8722)
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
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  Data: Bridging the Gap: Co-Produced Neurodiversity-Affirming Resources for Undiagnosed Children Aged 7-11: Insights from Children, Families and Stakeholders
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  Data: <searchLink fieldCode="AR" term="%22E%2E+Shore%22">E. Shore</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0001-5538-1037">0009-0001-5538-1037</externalLink>)<br /><searchLink fieldCode="AR" term="%22L%2E+Powell%22">L. Powell</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-0230-8722">0000-0003-0230-8722</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Research+in+Special+Educational+Needs%22"><i>Journal of Research in Special Educational Needs</i></searchLink>. 2026 26(2).
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  Data: 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
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  Data: 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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      – SubjectFull: Neurodevelopmental Disorders
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      – SubjectFull: Children
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      – SubjectFull: Elementary School Students
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      – SubjectFull: Communication Skills
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      – SubjectFull: Well Being
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      – TitleFull: Bridging the Gap: Co-Produced Neurodiversity-Affirming Resources for Undiagnosed Children Aged 7-11: Insights from Children, Families and Stakeholders
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