A Neuroinclusive School Model: Focus on the School, Not on the Child

Inclusive education involves adapting schools upfront to the needs of students with diverse profiles to enable them to fulfill their potential and develop a sense of belonging to their schools. This study aimed to design a model that clarifies the features of school occupations and environments that support the participation and well-being of autistic students and their peers. A research-design approach was used to develop the model. Through the iterative and collaborative process, it came out as necessary for the model to target a larger diversity of students, especially those who are neurodivergent. The model includes nine desirable features of school environments and occupations that support the meaningful participation and the well-being of neurodivergent students. The importance for people in the social environment to celebrate neurodiversity, and to provide safe and caring spaces, came out as particularly critical. The model also provides indications relating to the physical environment (e.g. being free from excessive stimuli) and to the desired features of activities (e.g. harnessing passions and strengths, offering various options). It invites collaboration between stakeholders to create more welcoming schools for neurodivergent students and their peers. Keypoints for Occupational Therapy This neuroinclusive school model includes nine desired features of school environments and occupations that support meaningful participation and well-being of neurodivergent students.The importance for the social environment to celebrate neurodiversity, and to provide safe and caring spaces, came out as critical.This model is not a recipe, it is a starting point for occupational therapists collaborating with school teams to co-create more neuroinclusive schools