Schooling, life-courses and school experiences of students with neurodevelopmental disorders

Students with neurodevelopmental disorders (NDD) face increased risk of school failure, according to previous research.

This project aims to generate comprehensive, longitudinal knowledge on school-based support for students with diagnoses or symptoms of NDD.

Further, the aim is to analyse how the support measures are associated with the students´ knowledge development, well-being and school adjustment. We will examine the schooling of students with NDD, from preschool ages to adolescence.

Prior research shows that boys with NDD are overrepresented and that girls with NDD risk remaining unnoticed, why analyses of gender aspects is important.

We will use data from the ongoing longitudinal research programme, Social and Physical Development, Interventions and Adaptation (SOFIA).

Data collected at 7 time points about approximately 2000 children, from age 3 to 19, includes teachers’, caregivers’ and students´ reports on students’ knowledge development, behaviour, special educational needs and provided support in preschool and school.

Moreover, students with NDD in the SOFIA programme will be invited to participate in interviews, to share their lived experiences concerning their schooling.

In the analyses, we will use the Bronfenbrenners´ bioecological PPCT model (proximal processes, personal characteristics, context and time).

An overall objective of the project is to provide knowledge that supports inclusive, equitable and high-quality education for all children and students.