Mesa, Sue ORCID: https://orcid.org/0000-0001-5933-3270, Linley, Eric, Hobman, Trish and Hamilton, Lorna G. ORCID: https://orcid.org/0000-0003-0526-8252 (2026) Neurodiversity-affirming autism training for school staff in the United Kingdom: A scoping review. Neurodiversity. (In Press)

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Abstract

bjective: This scoping review mapped the availability and content of neurodiversity-affirming autism training for school staff in the United Kingdom.

Introduction: Autistic young people often report negative experiences in mainstream education, with limited educator knowledge identified as a contributing factor. Although autism training is considered important, access remains inconsistent, and the extent to which provision reflects neurodiversity-informed perspectives is unclear.

Inclusion Criteria: The review included academic and grey literature describing autism training for school staff that explicitly reflected a neurodiversity-informed perspective. Neurodiversity-affirming training was operationalised using Hartman et al.'s (2023) framework, emphasising autistic voice, positive identity, environmental adaptation, self-advocacy, and valuing neurodiversity. Only English-language sources were included.

Methods: A three-stage search strategy was used. Stage 1 involved searches of APA PsycInfo, British Education Index, CINAHL, Web of Science, Teacher Reference Center, and Ovid Medline. Stage 2 comprised targeted searches of Google, Google Scholar, EThOS, and ProQuest. Stage 3 involved consultation with content experts. Data were analysed using descriptive numerical analysis, deductive framework analysis, and inductive qualitative content analysis.

Results and Implications: Few training courses aligned with neurodiversity-affirming principles. Most reflected deficit-based perspectives or lacked conceptual clarity, creating a difficult-to-navigate training landscape. Co-produced, research-informed training is needed to support inclusive practice and improve school experiences for autistic pupils.

Item Type:	Article
Status:	In Press
Subjects:	L Education > LB Theory and practice of education > LB1705-2286 Education and training of teachers L Education > LC Special aspects of education > LC1200-1203 Inclusive education
School/Department:	School of Health Sciences
Institutes:	Institute for Social Justice
URI:	https://ray.yorksj.ac.uk/id/eprint/15835

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