Evidence suggests that neurodivergent pupils are disproportionately impacted by school distress and attendance difficulties in mainstream schools in the UK. Research on school distress and attendance has predominantly consulted parents and teachers and neglected the pupil voice. This qualitative, online interview study involved neurodivergent adolescents (n=30; 11-16 years), who were currently experiencing school distress and attendance difficulties, to understand their lived experiences. Using thematic analysis, the interviews highlighted that there was significant variability, but multiple factors such as sensory differences, uncertainty at school, social challenges, poor neurodiversity understanding, and a lack of an appropriate alternative to mainstream schools, commonly coalesced to create distress. The wide-ranging impacts of school distress extended far beyond attendance. The young people did not feel that the current education system met their needs. The results contribute to considering how best to support neurodivergent pupils experiencing school distress and attendance difficulties in mainstream schools.
Citation
Fielding, C., Streeter, A., Riby, D., & Hanley, M. (in press). Neurodivergent Pupils’ Experiences of School Distress and Attendance Difficulties. Neurodiversity,
