Educators’ perceptions of secondary school students with neurodiverse profiles

Abstract

The purpose of this study was to explore educators’ perceptions regarding secondary school students with neurodiverse profiles (Learning Disabilities/Specific Learning Difficulties) and how the school environment caters for them during secondary school. The study took a qualitative approach, with semi-structured interviews as the research tool. Four learning support educators and two teachers with at least five years’ experience in Grades 9, 10, and 11 participated in the study. The interviews were transcribed verbatim and analysed using Reflexive Thematic Analysis. This allowed me to explore participants' subjective perceptions. From this analysis, four major themes emerged: a neurodiverse classroom, advocacy and sense of belonging, strategies and techniques, and students’ educational journey. These themes and their respective sub-themes, with direct quotes from the interviews, were discussed with the relevant literature. Findings indicate that participants are aware of neurodiverse profiles and recognise the increase of diverse needs and learning styles within the classroom. This awareness motivates participants to provide the necessary adaptations and support for students. However, participants reflected on how the heavily-academic curriculum poses different barriers to students, which may negatively impact their motivation and self-esteem. Thus, they recognised the need for a functional curriculum and pull-out lessons in certain situations. Some of their replies also indicated patchy knowledge, which may advertently affect learning. Establishing positive relationships with students and collaborative relationships with stakeholders were noted to be crucial. Recommendations for future research, policy and practice include training and seminars for all relevant stakeholders, consultation sessions, and the monitoring and implementation of policies.