Neurodivergent Pupils’ Experiences of School Distress and Attendance Difficulties

Abstract

Purpose: The UK has an attendance crisis in mainstream schools and evidence suggests that it disproportionately impacts neurodivergent pupils. Research on school distress and attendance has predominantly consulted parents and teachers and neglected the voice of the pupils. Methods: This qualitative, online interview study involved neurodivergent adolescents (n=30; 11-16 years), who were currently experiencing school distress and attendance difficulties, to ask how and why neurodivergent pupils they experience school distress and attendance difficulties. Results: Using thematic analysis, the interviews highlighted that there was significant variability in lived experiences, but multiple factors such as sensory differences, uncertainty at school, social challenges, poor neurodiversity understanding, and a lack of an alternative, commonly coalesced to create distress. The wide-ranging impacts of school distress extended far beyond challenges attending school. The young people did not feel that the current education system met their needs. Conclusion: The research provides first-hand insights into school distress and attendance difficulties from young people who are experiencing these real-world issues. The results contribute to considering how best to approach the current UK school attendance crisis in mainstream schools that is disproportionately impacting neurodivergent pupils.