Representation in fiction books: Neurodivergent young people's perceptions of the benefits and potential harms

Abstract

Representation in narrative fiction can be a powerful tool to shape perceptions and challenge stereotypes. For neurodivergent young people, opportunities to see their experiences reflected in the books they read could have powerful effects on their sense of belonging, self-acceptance, and self-understanding. For neurotypical readers, learning about the experiences of their neurodivergent peers through accurate representation in fiction books could help to promote understanding and reduce stigma. This article aims to provide detailed insights into neurodivergent young people's perceptions of the benefits and potential harms associated with the representation of neurodivergence in narrative fiction books (and other text types). Semi-structured interviews were carried out with 16 neurodivergent young people (14–17 years old) from two high schools in Scotland. Using an inductive data-driven thematic analysis process, benefits (supporting self-understanding and acceptance; facilitating positive emotional experiences; reducing stigma; and increasing peer understanding) and potential harms (reinforcing negative stereotypes; and changes in peers’ behaviour) were identified. Implications for education are discussed.Fiction books often reflect the social world we live in, and give readers opportunities to explore personally meaningful content, in addition to encountering characters and stories which may develop their understanding of others. In recent years there has been growing recognition of the importance of representation within books; however, no research has explored neurodivergent young people's perspectives of the representation of neurodivergence. Drawing on interviews with 16 neurodivergent young people (aged 14–17), their perceptions of benefits (supporting self-understanding and acceptance; facilitating positive emotional experiences; reducing stigma; and increasing peer understanding) and potential harms (reinforcing negative stereotypes and changes in peers’ behaviour) are shared and discussed. The implications for educational practice, but also the commissioning and publishing of young adult fiction are discussed.