For neuroinclusive high schools: Taking action to reduce barriers to the well-being of neurodivergent young people

THE PROJECT

It is estimated that at least 15 to 20% of students are neurodivergent, meaning that their neurological profile is different from that of the majority, that their brain functions differently.

The experience of these young people in schools is often described as difficult, complex and demanding. The self-esteem and mental health of many is said to be affected as young people feel (too) different. School staff who welcome students with a diversity of neurological profiles into their classrooms generally feel ill-equipped and unsupported to offer these young people a good experience. They often have higher stress levels than their colleagues, and episodes of burnout are frequent.

The research team developed a model of a neuroinclusive school, bringing together the most important elements for supporting the well-being and participation of neurodivergent students in schools. To develop this model, the team drew on effective practices with neurodivergent students, neuroaffirmative practices that promote neurodiversity, and the universal conception of learning. A number of actions are possible, such as better delimiting courtyard spaces, making routines more predictable during transitions, reducing sensory overload in the cafeteria, raising students’ awareness of neurodiversity, and modifying the layout of certain classrooms.

For the time being, the team has focused on developing the approach in the context of elementary school with or without specialized classes. An experiment is underway for the 2024-2025 school year in five elementary school in the Quebec City and Sherbrooke regions, thanks to a grant received from the Office des personnes handicapées du Québec (OPHQ). However, the needs are immense at secondary school level, and the project aims to meet these needs.

THE OBJECTIVES

The aim of the proposed project is to support the adaptation of “For neuroinclusive high schools” to the secondary school context.

The objectives are:

• Identify the adaptations needed in the secondary school context.
• Document its implementation in secondary schools over a one-year period (e.g.: number of children and staff members reached, activities carried out, alignment with the practice model, facilitators and obstacles encountered, collaboration of different professionals).
• Explore the impact of its implementation in secondary schools over a one-year period (e.g., changes to the environment and activities, student well-being and sense of belonging, staff self-efficacy).

It is expected that several adaptations will be required to ensure the relevance of the approach in secondary schools.