Supporting neurodivergent pupils in mainstream schools: A mixed methods survey of school staff in the United Kingdom

The neurodiversity paradigm challenges educators to develop inclusive and affirming learning environments for neurodivergent pupils (e.g., those identified with autism, ADHD, and specific learning difficulties). However, little is known about the neurodiversity-relevant training that school staff working in UK schools receive, nor how confident they feel in supporting neurodivergent pupils to thrive. This study had two aims: (1) To describe the experiences of school staff in supporting neurodivergent pupils, and the level of training they had received; (2) to identify predictors of self-efficacy in supporting neurodivergent pupils. A sample of 177 teachers and support staff (e.g., teaching assistants, pastoral support) working in mainstream schools in the UK completed a mixed-methods survey. Participants identified a range of rewards and challenges in their work with neurodivergent learners; the quality, type and duration of training received was highly variable. Better training was identified as a key professional development need. Self-efficacy also varied widely, and was predicted by the level of contact that respondents had with neurodivergent people in and outside work, and by how well they perceived they were coping with work stress. There is a pressing need for consistent, high-quality training in neurodiversity for all staff working in mainstream schools.