Reimagining broader equity goals for neurodiverse young people transitioning to adulthood - a comparative study
In September 2021, I began my PhD journey at the University of Stirling, focusing on ‘Reimagining broader equity goals for neurodiverse young people transitioning to adulthood’. My interest in this research originates from over 20 years of experience in teaching, school leadership, and coaching, where I have focused on supporting neurodivergent children, young people, and adults.
Throughout my career, I have tailored instructional methods, designed personalised learning plans, and advocated for inclusive school cultures. As a professionally accredited coach, I have guided neurodivergent individuals through their qualifications and careers, gaining valuable insights into the challenges they face. These experiences have allowed me to navigate the tensions between standardised education and the need for more personalised approaches.
Now, as a researcher, I am focused on identifying best practices for inclusive education and contributing to the broader discourse on supporting neurodiverse individuals as they transition into adulthood.
The term ‘neurodiversity’ refers to the natural diversity of human brains and neurological function, acknowledging that neurological differences are inherent to all humans.
The term ‘neurodiversity’ refers to the natural diversity of human brains and neurological function, acknowledging that neurological differences—whether in brain structures, connections, or processes—are inherent to all humans. It highlights the fact that each of us experiences and interacts with the world differently, due to the way our brains function. Neurodiversity encompasses a wide spectrum of conditions, including autism, ADHD, dyslexia, and dyspraxia, and moves away from viewing these conditions as deficits or disorders that need to be "fixed."
Instead, neurodiversity advocates for a more inclusive perspective that recognises these variations as part of the richness of human diversity. Just as biodiversity is essential for a healthy ecosystem, neurodiversity is vital for a thriving society, as it fosters innovation, creativity, and unique ways of thinking and problem-solving. Embracing neurodiversity means acknowledging that there is no one "right" way to think, learn, or process information, and that differences in neurological function can bring valuable contributions to both educational environments and society at large.
This concept challenges traditional, often deficit-focused approaches to education and societal inclusion. It calls for a more strengths-based approach, where neurodiverse individuals are recognised for their unique capabilities and where systems, especially educational ones, are designed to accommodate a variety of learning styles and experiences. For example, while one student may excel in a traditional, structured classroom environment, another may thrive in a setting that allows for flexibility, sensory accommodations, or hands-on learning approaches. This shift towards recognising and supporting neurodiversity is essential for promoting equity, particularly as neurodiverse individuals transition to adulthood, facing challenges such as education, employment, and independent living.
My research seeks to examine how education in Scotland and Denmark supports the flourishing of neurodiverse individuals as they transition from adolescence into adulthood.
Despite international efforts to promote inclusive education, such as those advocated by UNESCO (2005), many neurodiverse young people continue to face inequities in education systems primarily designed for neurotypical learners (Armstrong, 2017). Traditional models often fail to accommodate diverse learning styles, marginalising neurodiverse students and exacerbating disparities in access to resources, opportunities, and social integration (Slee, 2011).
Given the strides made by both Scotland and Denmark toward inclusive education, this research will investigate several key themes. These include exploring how educational systems foster well-being and personal growth, assessing the implementation of equity and inclusion policies, and analysing how education systems in both countries prepare neurodiverse young people for adulthood. Additionally, this research will provide a comparative analysis of the two countries’ approaches to inclusive education, exploring how cultural, institutional, and policy frameworks influence the experiences of neurodiverse students.
This research is particularly timely given the increasing global emphasis on inclusive education as a fundamental human right (United Nations, 2006) and the growing recognition of neurodiversity as an essential aspect of educational inclusion (Armstrong, 2017). The ongoing impacts of the COVID-19 pandemic, which disproportionately affected marginalised students, have highlighted the vulnerabilities within education systems and the urgent need to reassess how these systems can more effectively promote flourishing for neurodiverse students (Asbury et al., 2020).
This study will contribute to both academic discourse and policy development, providing insights into how education can better support neurodiverse students during the critical transition to adulthood.
By adopting a strategic approach to dissemination, including engaging policymakers and practitioners, building partnerships with non-academic entities, and presenting findings at key conferences, this research aims to influence both conceptual and instrumental changes in inclusive education practices. The findings will contribute to ongoing discussions in Scotland and Denmark about how educational systems can be more adaptive to the diverse needs of neurodiverse learners (Scottish Government, 2019; European Agency for Special Needs and Inclusive Education, 2018).
Top 5 tips for starting a PhD:
Connect with those who have been there
Invest time in speaking with individuals who have already completed their PhD. They can offer invaluable insights, sharing what they wish they had known before starting. Connect The Docs is a great resource where you can hear from PhD graduates and learn from their experiences.Choose your research area wisely
Spend considerable time reflecting on your research area. You will be reading, writing, and discussing this topic for at least four years—or longer if you’re studying part-time—so ensure it’s something you are truly passionate about.Stay organised from day one
Organise your notes in a structured and cohesive way. Start drafting your thesis within the first few months, even if it is just rough ideas. Create separate sections for different chapters and sub-chapters, and continuously add to them as you progress. Keep your annual progress review as a live document by integrating supervision records, research developments, and training notes under relevant sections. This method will save you significant time and stress when it comes to finalising your thesis.Maintain active communication with supervisors
Open and proactive communication with your supervisors is key. Keep them regularly updated on your progress and any challenges you are facing. If possible, send them an agenda at least a week before each supervision meeting to guide discussions and maximise productivity. This also allows them to provide more focused feedback on your work and goals.Leverage your network for collaboration and inspiration
Don’t hesitate to reach out to your wider network of peers, academics, and professionals. Networking can open up unexpected opportunities and provide new perspectives that can shape your research in exciting ways. Ask for introductions to mutual contacts or relevant researchers who might offer unique insights into your area of study.
If you would like to learn more about my work or are interested in participating, please don’t hesitate to reach out. I’m always eager to collaborate and exchange ideas!
