About the study
Inclusive classrooms start with how teachers think about learner diversity. This study explores how Early Career Teachers (ECTs) understand neurodiversity, what shapes those understandings, and how this affects everyday practice in Key Stage 2 (ages 7–11). Rather than treating difference as deficit or relying on diagnostic labels, we focus on reflective thinking, professional judgement and teacher agency as levers for whole-class inclusion.
Information about the study
We’re using a mixed-methods design over multiple years. A large cohort study tracks how ECTs’ views and confidence evolve from initial teacher education through the end of their second year in school. In parallel, in-depth case studies in contrasting primary schools examine how beliefs play out in real classrooms. Finally, interviews with teacher educators across England investigate how programmes prepare new teachers for neurodiverse classrooms. Co-production groups (ECTs and neurodivergent young adults) help shape our questions, tools and outputs so the work stays grounded and useful.
Where is the study being carried out?
The research is led by the University of Surrey, in partnership with primary schools across England and university-based teacher education providers (including UCL Institute of Education). Data are gathered in mainstream primary settings and higher-education contexts that support ECT training and development.
Who will be taking part and what will they do?
- Student teachers / ECTs (cohort study): Around 150 participants complete brief surveys at four points – from pre-training to post-Early Career Framework – to track conceptualisations of neurodiversity, reflective thinking, efficacy and agency for inclusive practice. A small number with consistently high capacity for inclusive practice will be interviewed in depth.
- ECTs (case studies): Four ECTs in contrasting school contexts and training routes will take part in observations, interviews and document sharing (e.g., lesson plans, reflections). We also speak with their mentors, SENCos and headteachers, and run focus groups with teaching staff to understand contextual enablers and barriers.
- Pupils: In each case-study school, small groups of pupils (typically ages 10–11) are invited to take part in child-centred activities (e.g., walk-and-talk; card-sorting) to share their experiences of classroom inclusion.
- Teacher educators: 12–15 primary-phase teacher educators are interviewed and selected programme documents are analysed to understand how neurodiversity and critical reflection are embedded in initial teacher education.
Aims and objectives
Aim: Advance understanding of how ECTs conceptualise neurodiversity and how those conceptualisations relate to beliefs, confidence and agency for inclusive practice – informing teacher education and the Early Career Framework.
Objectives:
- Challenge deficit-based notions of “normalcy” and over-reliance on diagnostic labelling by centring neurodiversity as a natural aspect of classroom life.
- Map the influences on ECTs’ conceptualisations (e.g., training, school culture, personal experience) and how these shape everyday decisions and practices.
- Examine links between reflective thinking, self-efficacy and agency to identify pathways that sustain inclusive pedagogy in complex school systems.
- Co-create a practical, evidence-based online resource for ECTs and mentors that integrates reflection prompts, examples of inclusive practice and tools for navigating contextual constraints.
What we’ll produce
- An open, practitioner-friendly online self-study resource that can slot into ECF programmes or be used for CPD in schools.
- Summaries, blogs and reports for schools and policymakers, alongside peer-reviewed journal articles and conference presentations.
