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Interventions supporting neurodivergent students in professional placements: A scoping review of barriers,
Tenber Grota1, Mandy El Ali1, Meena Gupta1
1Australian Catholic University, 115 Victoria Parade, Fitzroy, VIC, 3065, Australia.
Aim/Objective:
To map the existing evidence on interventions, accommodations, barriers, and facilitation models designed to support neurodivergent students during Professional Experience Placement (PEP).
Information Sources:
APA PsycINFO, CINAHL Complete, Education Source, ERIC, MEDLINE Complete, Scopus, and Web of Science Core Collection.
Background:
Neurodivergent students encounter distinct challenges during PEP, a core requirement for nursing registration. Despite this, tailored and inclusive supports remain inconsistent, fragmented, or absent, limiting the capacity of neurodivergent students to engage equitably in clinical learning environments.
Design:
A scoping review.
Methods:
A scoping review was conducted following the JBI Manual for Evidence Synthesis and reported using the PRISMA-ScR checklist. Findings were presented through narrative synthesis, supported by descriptive statistics and content analysis.
Results:
Twenty-one sources of evidence were included, most of which were qualitative (n = 13) and predominantly conducted in the U.K. (n = 15), with additional studies from Australia (n = 2) and the United States (n = 2). Nursing was the most represented discipline (n = 9). Common interventions focused on disclosure support (n = 13) and peer mentorship (n = 10). Key barriers included stigma and negative attitudes from clinical staff (n = 13), alongside fear of academic or professional consequences following disclosure (n = 9). Effective facilitation most often involved supportive mentor or peer relationships (n = 8), neurodiversity focused staff education (n = 8), and clear processes to guide disclosure (n = 8).
Conclusion:
Supporting neurodivergent students during PEP requires more than standard accommodations; it demands cultural and systemic change. Priorities include reducing attitudinal barriers, strengthening personalised support, and fostering meaningful mentoring relationships. Future research should evaluate structured mentorship and staff training across diverse disciplines.
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