Neurodivergent-designed and neurodivergent-led peer support in school : A feasibility and acceptability study of the neurodivergent peer support toolkit (NEST)

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Crompton, Catherine and Fotherington, Francesca and Cebula, Katie and Webber, Charlotte and Foley, Sarah and Fletcher-Watson, Sue (2024) Neurodivergent-designed and neurodivergent-led peer support in school : A feasibility and acceptability study of the neurodivergent peer support toolkit (NEST). Neurodiversity, 2. (https://doi.org/10.1177/27546330241275248)

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Abstract

Most neurodivergent students attend mainstream schools; however, it can be difficult to make and keep friends, and it is common for neurodivergent people to feel excluded at school. Neurodivergent peer support is the idea that young neurodivergent people spend time together, which provides the opportunity to spend time with like-minded others as well as to learn about neurodivergence. This might help make being at school more welcoming. In this study, we asked four schools to run neurodivergent peer support groups using materials called the Neurodivergent peer Support Toolkit (NEST). These materials were co-designed with neurodivergent young people, and we wanted to find out if the groups that used them thought the materials worked for them. We wanted to find out whether NEST-based peer support groups were suitable for mainstream school settings. Students and staff took part in focus groups and interviews to give feedback and results were generally promising. Students enjoyed spending time with their peers and doing new activities. Staff enjoyed facilitating the group and felt it was useful for the young people too.

ORCID iDs

Crompton, Catherine, Fotherington, Francesca, Cebula, Katie, Webber, Charlotte ORCID logoORCID: https://orcid.org/0000-0003-4030-1281, Foley, Sarah and Fletcher-Watson, Sue;
CORE (COnnecting REpositories)