Increasing numbers of pupils are struggling to attend school, and a frequent reason for this is because pupils are experiencing school distress and anxiety (Connolly et al., 2023; Totsika et al., 2020). A high percentage of children and young people experiencing school distress and attendance difficulties are neurodivergent (Connolly et al., 2023). Anxiety is a mental health condition that is thought to contribute to school distress (Adams, 2021). Anxiety impacts all children, but the prevalence of anxiety is especially high amongst neurodivergent children and young people (e.g., Hollocks et al., 2019). Understanding the impact of school distress and anxiety has never been more important, as evidence suggests that children and young people are experiencing heightened anxiety after the pandemic (Hawes et al., 2021).
My research uses a mixed methods approach to explore neurodivergent young people’s experiences of school distress, anxiety, and attendance difficulties, the possible contributing factors, and what might help pupils who experience these challenges at school. Working with my collaborative partner, Investing in Children, the voices of neurodivergent children and young people are central to my research.
This project is supervised by Professor Mary Hanley and Professor Debbie Riby at Durham University.
