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Improving neurodiversity awareness in school students: a scoping review protocol
Mandira Hiremath1, Nerelie Freeman2, Mohammed Alshawsh1
1Department of Paediatrics, Monash University, Melbourne, VIC, Australia.
JBI Evidence Synthesis
|February 25, 2025
Summary
This review maps school programs enhancing children's neurodiversity awareness. It highlights the need for standardized approaches to improve student well-being and understanding of neurocognitive differences.
Area of Science:
- Neuroscience and Education
- Child Psychology
- Inclusive Education
Background:
- Neurodiversity describes natural variations in human cognition.
- Increased neurodiversity awareness in schools can enhance student well-being.
- Current approaches to neurodiversity education in schools lack standardization.
Purpose of the Study:
- To map and characterize international programs in mainstream schools focused on improving children's neurodiversity awareness.
- To identify existing educational strategies for fostering understanding of neurocognitive heterogeneity among students aged 5-18.
Main Methods:
- Scoping review of published, unpublished, and gray literature from 2013 to present.
- Searches across 5 academic databases (MEDLINE, CINAHL, PsycINFO, Embase, ERIC) and gray literature sources.
- Independent data extraction by two reviewers, adhering to eligibility criteria and study objectives.
Main Results:
- (Results not yet available as this is a protocol for a scoping review)
- (Data extraction and analysis are pending)
- (The review will synthesize findings on existing neurodiversity awareness programs in schools).
Conclusions:
- (Conclusions will be drawn after data synthesis)
- (The review will inform the development of standardized neurodiversity education strategies)
- (Findings will contribute to improving inclusive educational environments and student well-being).
