Bringing neurodiverse learners’ voices to life through participatory action research
Background: Neurodiversity has gained prominence in education research, yet many studies rely on assessments and surveys that overlook the lived experiences of neurodiverse learners and their teachers. Such approaches risk silencing those most affected and limiting meaningful change. This study used participatory action research (PAR) to centre neurodiverse learners’ voices and examine how their perspectives shaped teachers’ engagement, reflection, and pedagogical decision-making.
Aim: The research aimed to co‑create movement‑based approaches that supported inclusion within a Universal Design for Learning (UDL) framework. Conducted in two primary classrooms, the study drew on the shared expertise of teachers and an academic researcher to translate neurodiverse learners’ insights into practice. The aim was to challenge deficit‑based models and foster classroom environments that promote agency, belonging, and inclusive participation for all learners.
Method: Participatory Action Research was undertaken in two primary classrooms in a semi‑rural New Zealand school. Two teachers collaborated with an academic researcher to design, implement, and refine movement‑based practices within a UDL framework. The procedure centred ongoing cycles of reflection and adaptation to ensure neurodiverse learners were heard, included, and supported. Ethical approval was granted by The University of Waikato Human Research Ethics Committee, and informed consent processes were followed for all participants.
Results/findings: Neurodiverse learners developed a stronger sense of belonging, using movement to regulate emotions, build relationships, and have their strengths recognised. Teachers observed increased emotional and social awareness, more time on task, and reduced behaviour‑management demands. Movement functioned as a regulative and relational tool that enhanced engagement when multiple options were offered. PAR ensured neurodiverse learners’ voices shaped practice, prompting educators to adapt their pedagogy and move beyond deficit‑based approaches.
Conclusion: Movement‑based, participatory approaches can meaningfully amplify neurodiverse learners’ voices and strengthen inclusive teaching. This study demonstrates how PAR and UDL‑aligned practices can transform classroom environments, challenge deficit thinking, and offer practical pathways towards more responsive and equitable education.
Implications for children and families: You can feel safe, supported, and included here, and your ideas and feelings matter in every decision we make together.
Implications for practitioners: You can use these insights to strengthen your practice, helping you notice children’s needs earlier and create environments where every learner feels understood and supported.
Keywords: participatory action research, neurodiversity, learners, inclusion, disability, education
This presentation relates to the following United Nations Sustainable Development Goals: