Co-designing a neurodivergent student-led peer support programme for neurodivergent young people in mainstream high schools

Abstract

Peer support in mainstream high schools may help neurodivergent young people to thrive and navigate challenging experiences. Previous research with diagnosis-specific neurodivergent cohorts indicates that peer support can help improve wellbeing, strengthen social identity and school belonging, and may alleviate pressure to conform to neurotypical social norms. In the light of a call for peer support for all neurodivergent people, rather than diagnosis-specific support, the aim of this study was to identify key elements of a neurodivergent student-led peer support programme via a co-design process. The co-design groups included neurodivergent young people and adults who work with them. Transcripts from a series of design meetings were thematically analysed and three main themes were identified: the central role of the peer support group facilitator; inclusiveness is essential; and directly addressing negative perceptions of others. The study emphasised that a co-design methodology is crucial to ensure that the end-users’ voices and perspectives are embedded in the design. Overall, the co-design teams recommended implementing neurodivergent student-led peer support for neurodivergent young people attending mainstream schools to promote inclusivity and prioritise the expertise of neurodivergent students. This type of support may benefit neurodivergent young people by encouraging them to build community and provide and receive peer support in a space that centres neurodivergent comfort and authenticity, rather than depending on applying neurotypical social norms.