This study explores school anxiety and non-attendance among Neurodivergent children, framing them as rational responses to systemic harm within a neuro-normative UK education system. Through participatory research with students, parents, and teachers, it was found that rigid structures, under-resourcing, and epistemic injustice exacerbate distress, often leading to trauma, camouflaging, and withdrawal. The authors call for systemic transformation that centres Neurodivergent knowledge and prioritises inclusive, flexible policies and pedagogies.
This study explores school anxiety and non-attendance among Neurodivergent children, framing them as rational responses to systemic harm within a neuro-normative UK education system. Through participatory research with students, parents, and teachers, it was found that rigid structures, under-resourcing, and epistemic injustice exacerbate distress, often leading to trauma, camouflaging, and withdrawal. The authors call for systemic transformation that centres Neurodivergent knowledge and prioritises inclusive, flexible policies and pedagogies.
