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Chambers, Kirsty (2025) An exploration of educational psychologists’ views and experiences of neurodiversity-affirming practice. DAppEdPsy thesis, University of Nottingham.

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Abstract

Since the late 1990s, neurodiversity discourse has increasingly shaped educational policy and practice. Educational Psychologists (EPs) frequently support neurodivergent children and young people, often through inclusive practices that promote meaningful participation and a sense of belonging. However, the rise of the neurodiversity-affirming (NDA) movement has prompted a closer look at conventional approaches to inclusion, highlighting how they often push neurodivergent children and young people to ‘fit in’ with neurotypical expectations rather than changing environments and practices to be genuinely affirming and inclusive.

This qualitative study explored EPs’ views and experiences of NDA practice. Semi-structured interviews were carried out with six EPs from Local Authority (LA) services in England. Interview data were analysed using Braun and Clarke’s (2006; 2022) reflexive thematic analysis. Five main themes emerged: Systemic barriers to NDA practice; Shifting from deficit to affirmation: redefining practice; Evolving understandings of neurodiversity and the complexities of practice; Prioritising neurodivergent voices; The importance of collaboration.

The findings contribute to the emerging research on the implementation of NDA approaches by revealing the struggles EPs face between their commitment to affirming principles and institutional constraints. Barriers such as standardised assessments, inflexible curricula, funding limitations and academic performance targets were identified by participants as significant obstacles. They also described how resistance stemming from cultural attitudes towards disability and difference create additional barriers to implementing NDA practices in schools. Despite the challenges, EPs emphasised the many opportunities for developing effective NDA practice through increased public awareness, advocacy and greater recognition of neurodivergent voices.

Implications of the findings are discussed with reference to professional development, policy reforms and increased collaboration between educators, families and the neurodivergent community.

Item Type:	Thesis (University of Nottingham only) (DAppEdPsy)
Supervisors:	Lewis, Victoria
Keywords:	Educational psychologists, neurodiversity, autism, neurodivergence, neurodiversity-affirming practice, inclusive practice
Subjects:	L Education > LB Theory and practice of education > LB1050 Educational psychology L Education > LC Special aspects of education > LC1390 Education of special classes of persons
Faculties/Schools:	UK Campuses > Faculty of Science > School of Psychology
Item ID:	81727
Depositing User:	Chambers, Kirsty
Date Deposited:	12 Dec 2025 04:40
Last Modified:	12 Dec 2025 04:40
URI:	https://eprints.nottingham.ac.uk/id/eprint/81727

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