Lead supervisor:
Dr Jacky Tyrie 
Other supervisor(s):
- Dr Michelle Brinn
- Dr Dai Thomas
Start date: October 2025 (Full time)
Award: General
Subject Pathway:
Education
Thematic Cluster:
Language, Learning and Behaviour Cluster
Our Voices, Our Strengths: Understanding Neurodiversity and the Educational Participation of Young People in Wales.
This study aims to explore how the neurodiversity movement influences educational participation from the perspectives of students, teachers, and parents. Participation has become increasingly popular in children's rights discourse over the past few decades (Wyness, 2018), following the introduction of the United Nations Convention on the Rights of the Child (UNCRC; UNICEF, 2019. Participation involves children's and young people's right to make decisions regarding their own lives (Emerson & Lloyd, 2017). In the context of this research, it means giving children and young people agency over their educational experiences. This research will also be analysed through a neurodiversity lens, a movement that advocates for individuals to embrace their strengths (Chrysochoou et al., 2022).
Using a qualitative methodology, this study will examine how these perspectives influence the experiences of young neurodivergent individuals (Autistic, ADHD, dyslexia, dyspraxia & Tourettes). The primary focus will be on collaboration (participatory action research) with young people, as they are best placed to gather the most meaningful data (Fern & Kristindottir, 2010. They will be able to do this through a variety of different media (diaries, artwork, photos, audio recordings, etc.), allowing them agency over the choice of the method best suited to their learning style. This will be facilitated through small focus group sessions, where key concepts will be introduced through various means to accommodate learning and communication differences. Once data is collected, the young researchers will come together to thematically analyse their data and deliberate on the results. There will also be classroom observations and interviews with parents, teachers, and Additional Learning Needs Coordinators, analysed thematically to gather a holistic sense of young people's participation in their educational journey.
Research Impact
There is a growing number of neurodivergent young people caught in the school-to-prison pipeline (Revolving Doors, 2022), as well as a significant overrepresentation of neurodivergent individuals who are unemployed (McDowall et. al, 2025), or struggle with mental health issues (Lippi et. al, 2024) at work. The neurodiversity movement advocates for a strengths-based approach to learning (Hamilton & Petty, 2023), challenging the traditionally dominant perspective that emphasises deficits and one-size-fits-all interventions (Walker & Raymaker, 2021). The central theme of my research is to empower young people to recognise and work to their strengths. Fostering an awareness of their strengths can give young people the confidence to advocate for themselves (Schena et al., 2023), in school and at work, thereby improving their life chances (Leadbitter et al., 2021) and potentially reducing strain on the system.
Bibliography
Chrysochoou, M., Zaghi, A. E., & Syharat, C. M. (2022). Reframing neurodiversity in engineering education. Frontiers in Education, 7, 995865. https://doi.org/10.3389/feduc.2022.995865
Emerson, L., & Lloyd, K. (2017). Measuring Children’s Experience of Their Right to Participate in School and Community: A Rights-Based Approach. Children and Society, 31 (2), 120-133. https://doi.org/10.1111/chso.12190
Fern, E., & Kristinsdóttir, G. (2011). 'Young people act as consultants in child-directed research: an action research study in Iceland.' Child & Family Social Work, 16(3), 287–297. https://doi.org/10.1111/j.1365-2206.2010.00740.x
Hamilton, L. G., & Petty, S. (2023). Compassionate pedagogy for neurodiversity in higher education: A conceptual analysis. Frontiers in Psychology, 14, Article 1093290. https://doi.org/10.3389/fpsyg.2023.1093290
Leadbitter, K., Buckle, K. L., Ellis, C., & Pellicano, E. (2021). Autistic self-advocacy and the neurodiversity movement: Implications for autism early intervention research and practice. Frontiers in Psychology, 12, 635690. https://doi.org/10.3389/fpsyg.2021.635690
Lippi, M., Demou, E., & Riach, K. (2024). Employment, mental health and neurodiversity: A latent class analysis between neurodivergent, other disabled and non-disabled people. Journal of Epidemiology & Community Health, 78(Suppl. 1), A36.1. https://doi.org/10.1136/jech-2024-SSMabstracts.74
McDowall, A., Gawronska, J., Teoh, K., & Beauregard, A. (2025). Neurodiversity at work: Bridging research, practice and policy. London: A CAS. https://www.acas.org.uk/research-and-commentary/neurodiversity-at-work-research-practice-and-policy
The Welsh Government. (2022). 'United Nations Convention on the Rights of the Child (UNCRC) report.' Children's Rights Wales. https://www.gov.wales/sites/default/files/publications/2022-09/un-convention-rights-child-welsh-government-report-2022.pdf page 73-80
Revolving Doors. (2022, September). Exploring the links between neurodiversity and the “revolving door” of crisis and crime: Policy briefing. Revolving Doors Agency. https://revolving-doors.org.uk/wp-content/uploads/2022/09/Revolving-Doors-neurodiversity-policy-position.pdf
Schena, D. II, Rosales, R., & Rowe, E. (2023). Teaching self-advocacy skills: A review and call for research. Journal of Behavioral Education, 32(4), 641-689. https://doi.org/10.1007/s10864-022-09472-7
Walker, N., & Raymaker, D. M. (2021). Toward a neuroqueer future. Autism in Adulthood, 3(1), 5-10. https://doi.org/10.1089/aut.2020.29014.njw