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Purpose <p>This brief report examines high school teachers’ knowledge of neurodivergent student needs in cooperation with the students themselves, since autism is increasingly common in the classroom and centering the perspectives and insights of neurodivergent people is preferred.</p> Method <p>Knowledge of research and best practices was measured using a 14-item survey developed through participatory action research with neurodivergent and allied students.</p> Results <p>Responses from 104 teachers in two Southern California districts revealed a significantly above-chance mean knowledge score (<i>M</i> = 45.02, <i>p</i> &lt; .001). Teachers with neurodivergent family members scored higher than those without (<i>M</i> = 45.64, <i>p</i> &lt; .05), while other demographic factors, including self-identification as neurodivergent, were not significant.</p> Conclusion <p>Findings highlight the role of lived experience in shaping educator understanding and underscore the need for evidence-based professional development in neurodiversity-affirming practices.</p>

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Neurodiversity Knowledge Among Secondary Educators: Findings From an Initial Participatory Survey Study

  • 期刊论文

  • 发表日期：

    2026年3月10日

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  • Katharine O’Brien,
  • Cindy Cai,
  • Aaron Combs,
  • Eric Li,
  • Frederick Lu,
  • Leo Tian,
  • Summer Zhang,
  • Jan Blacher

摘要

Purpose

This brief report examines high school teachers’ knowledge of neurodivergent student needs in cooperation with the students themselves, since autism is increasingly common in the classroom and centering the perspectives and insights of neurodivergent people is preferred.

Method

Knowledge of research and best practices was measured using a 14-item survey developed through participatory action research with neurodivergent and allied students.

Results

Responses from 104 teachers in two Southern California districts revealed a significantly above-chance mean knowledge score (M = 45.02, p < .001). Teachers with neurodivergent family members scored higher than those without (M = 45.64, p < .05), while other demographic factors, including self-identification as neurodivergent, were not significant.

Conclusion

Findings highlight the role of lived experience in shaping educator understanding and underscore the need for evidence-based professional development in neurodiversity-affirming practices.