Beyond the Stereotype

A notable 2025 article, “‘Beyond the Stereotype’: Neurodivergent Students’ Experience and Peer and Teacher Understanding of Neurodiversity in a Mainstream Girls’ School” by Milner, Mohamed, and Happé, explores the lived experiences of neurodivergent students and how schools can better support and understand them (Milner et al., 2025).

Article Summary

This mixed-methods UK study surveyed and interviewed students and teachers in a mainstream school, focusing on neurodivergent students’ (including those with autism, ADHD, dyslexia, and dyspraxia) self-disclosure, peer understanding, stigma, and support. The study found that most neurodivergent students disclosed their diagnoses to someone at school, often relying on camouflaging strategies to navigate social and academic environments (Milner et al., 2025).

Key results highlighted five major themes:

• Challenging assumptions about neurodiversity, broadening understanding beyond autism and ADHD.

• The impact of stigma: labelling, ostracization, and increased vulnerability to bullying.

• The struggles neurodivergent students face “living in a neurotypical world”, including exhaustion from adapting and often feeling misunderstood.

• The importance of moving towards a neuroaffirmative approach, characterized by intentional empathy, better pastoral care, and increased peer education.

• Breaking the ice: explicit encouragement to open conversations, promote understanding, and normalise neurodiversity within school culture.

The research recommends targeted anti-stigma interventions, greater inclusion, and actively championing neurodivergent voices in schools (Milner et al., 2025).

Implications for Neurodiverse Students Impacted by Trauma

For students who are neurodiverse and have experienced trauma, the findings are particularly salient. The necessity for camouflaging and the stress of stigma can intensify trauma symptoms and feelings of isolation. A lack of peer or teacher understanding may trigger trauma responses, undermine trust, and erode a sense of safety. Conversely, environments that celebrate difference and promote open discussion can mitigate retraumatisation and facilitate healing through connection. Trauma-informed care must go hand-in-hand with neuroaffirmative education, ensuring consistently safe, respectful, and validating spaces. Practically, this underscores the importance of predictable routines, gentle encouragement around self-disclosure, mentorship, safe sensory spaces, and explicit anti-bullying measures.

Reflection as a Literacy Steps Specialist Teacher

Reflecting on this research as a specialist literacy teacher and business owner, the themes echo what is routinely observed in practice. Many neurodivergent students cared for by Literacy Steps present with histories of trauma related to prior negative school experiences. This article reinforces the need not just for structured approaches, but also trauma-aware, relationship-driven supports.

In Literacy Steps’ tutoring framework, these insights prompt ongoing review of intake procedures, the language used in sessions, and the frameworks for student voice. Proactive communication with families about stigma, social challenges, and safe self-advocacy is vital.

There is a clear imperative to advocate for trauma-informed, neuroaffirmative literacy spaces—ones where students do not feel compelled to mask, where their differences are seen as strengths, and where their stories shape the supports given.

Reference List

Milner, V. L., Mohamed, L., & Happé, F. (2025). ‘Beyond the Stereotype’: Neurodivergent students’ experience and peer and teacher understanding of neurodiversity in a mainstream girls’ school. Neurodiversity. https://journals.sagepub.com/doi/10.1177/27546330251326056