Academic articles discussing school-based interventions for children with neurodevelopmental conditions focus on various strategies to enhance learning and social integration within the educational environment. These studies highlight the effectiveness of peer support programs, which pair students with neurodevelopmental conditions, such as autism spectrum disorder (ASD) or attention deficit hyperactivity disorder (ADHD), with peers who can offer assistance and friendship, thereby fostering a more inclusive atmosphere. Social communication interventions are another key focus, aiming to improve students’ ability to interact effectively with others through structured activities and targeted training. Additionally, these articles examine the role of accessible resources, such as specialized teaching aids, individualized education plans (IEPs), and support staff, in helping students manage their unique challenges and achieve academic success. By employing various research methods, including case studies and observational research, these studies provide insights into how tailored interventions can promote better social skills, academic achievement, and overall well-being for children with neurodevelopmental conditions within school settings.
Article Summary:
By Francesca Fotheringham, Katie Cebula, Sue Fletcher-Watson, Sarah Foley, and Catherine J. Crompton
What is the authors’ objective?
The authors identified the important elements of a neurodivergent student-led peer support program via a codesign process led by neurodivergent youths and adults who worked with them. They framed the codesign process as a way to ensure that children’s voices were being heard, and the results were useful to the end-user.
Relevant background information…
Many neurodivergent students reported struggling with learning, participation, and forming peer relationships. Additionally, they cited problems like disconnection from their school communities, plus bullying from neurotypical peers. These issues can lead to lower wellbeing and increased anxiety.
Peer support groups can resolve issues, share ideas, change attitudes, support disabled students, and promote mental health. Neurodivergent peer support groups typically pair a neurodivergent student with a neurotypical student. They are promoted as a way for neurodivergent students to learn social skills from a neurotypical student and apply it to other situations. However, the authors of this study believe they promote reducing autism symptoms and problem behaviours.
Neurodivergent-peer support groups, on the other hand, can result in closer social bonds, effective sharing of information, and the ability to share more personal stories.
What did they find?
Firstly, the authors found that both adults and students in the codesign group emphasized the importance of the group facilitator. The group facilitator should be a member of the school staff, carefully chosen by the school. The adults from the codesign group thought that the facilitator should be someone who makes helping neurodivergent students a key part of their career. The student participants advocated prioritizing personality traits over special training. Valuable personality traits include compassion, curiosity, and patience. Additionally, the facilitator should empower students to advocate for themselves and provide opportunities for them to lead activities.
Participants in the codesign process emphasized inclusivity within the peer support model. They believed that it should be inclusive of all students, including those without a formal diagnosis and neurotypical students who want to learn about neurodivergence. In their opinion, flexibility was an important part of inclusivity and there should be a relaxation of school norms (eg. fidgeting, eye contact, etc.). They recommended that these principles be embedded in a code of conduct, which should be co-authored by students and adult facilitators. They believed that this code was important for making students feel safe by making expectations explicit.
Lastly, participants expressed concern over negative consequences of being apart of a peer support group. Student participants were worried about the potential for gossip and bullying based on personal information shared with the group. Adult participants were more concerned about outdated views on neurodiversity being promoted by facilitators within these groups, such as using the deficit model. Both groups expressed hope that a code of conduct would help mitigate some of these issues.
What did they recommend?
Firstly, they recommended that schools should meet with students and staff to understand what qualities they find important before they select a facilitator. The facilitator they choose should have the knowledge, time, and desire to commit. They also advocated for the creation of a student-led code of conduct, especially for confidentiality purposes. In general, student-led leadership should be prioritized within these groups.