Australian Journal of Psychology

Neurodivergent‑Affirming Pathways to Thriving in Education and Employment

This Article Collection focuses on research that supports the inclusion and enablement of neurodivergent people in educational and workplace settings. Importantly, we seek to shift the focus from responding to perceived challenges or deficits to exploring ways to ensure that neurodivergent people have opportunities to thrive in study and work. Recent scholarship has indicated that neurodivergent individuals may hold differing concepts of what it means to flourish and thrive, and that this may shift across educational and professional contexts.

Whilst our understanding of neurodivergence has developed in recent years, much of the available literature has so far focused on the difficulties neurodivergent individuals might experience, rather than the conditions they need in order to thrive. This distinction is important, calling us to shift from deficit-focused models to opportunities for enablement.

This Article Collection invites submissions which champion a neurodivergent-affirming, strengths-based approach to understanding concepts of neurodivergent thriving. This might encompass explorations of how neurodivergent people build healthy self-concepts as they transition through education and employment, and how education and employment settings can be tailored to enable thriving for neurodivergent community members. Additionally, this could include pathways to growth and capability and the responsibilities of educators, carers, and employers to address barriers to thriving. This work is timely, as shifts in the approach to equity and inclusion across different cultural and international contexts can either strengthen or destabilize neurodivergent people’s opportunities for healthy education, employment and community membership.

This Article Collection encompasses interdisciplinary perspectives on neurodivergent thriving, particularly in education and work settings. This may include psychological aspects of thriving and flourishing, including healthy identity development, and differing concepts of what thriving means for neurodivergent individuals. Explorations of educational and work contexts may include strategies for inclusion and access which go beyond “reasonable adjustments.” Submissions may also include examinations of cultural and environmental contexts which engender thriving, from individuals to communities and policy to practice.

Please contact Dr. MK Huffman at [email protected] with any queries about discount codes regarding this Article Collection.

Please be sure to select the appropriate Article Collection from the drop-down menu in the submission system.

Laura Gray is the Director of the Drapac Centre for Equity in Health Professions Education and an Associate Professor with the School of Medicine, Deakin University. She leads programs of research, evaluation, strategy and policy design and implementation, with a focus on equity and inclusion. With extensive experience in higher education leadership, she is committed to advancing equitable access to higher education and programs to enable all students to thrive.

Nathan Keates is a lecturer in Health and Social Care at the University of Sunderland in London and leads the Neurodiversity Research Collective across campuses. Their research strives to improve the lives of neurodivergent people, with a focus on inclusion and social justice. Their persistent drive to disseminate better knowledge and understanding about neurodivergent people, as a marginalized group, underscores their dedication. It is an unwavering pursuit of equity for neurodivergent individuals across life activities that foster thriving.

The Guest Advisors declare no conflict of interest regarding this work.