Edge Hill University
Rethinking Research: Co-Designing with Neurodivergent Learners through Participatory Methods
This presentation shares findings from a doctoral study that used participatory research methods to co-design reflective activities with neurodivergent young adults on a blended learning programme. The study explored identity development through learning journeys for learners classified as NEET (Not in Education, Employment or Training). Through co-design workshops, participants trialled and critiqued tools for exploring their personal and learning identities.
Findings highlight the limitations of traditional identity tools such as the Twenty Statements Test (Kuhn & McPartland, 1954), which caused stress and disengagement, especially among neurodivergent participants. In contrast, flexible, narrative-based methods that invited storytelling, metaphor, and visual expression proved more accessible and meaningful. Participants described their journeys using metaphors like “a mountain climb” or “the Oblivion rollercoaster,” reflecting on confidence, belonging, and self-perception in ways structured tools failed to access.
The research supports the constructivist view that identity is shaped through social interaction and meaning-making (Mead, 1934; Gergen, 2018), and aligns with calls to challenge deficit-based approaches to marginalised learners (Higgins, 2013; Smyth et al., 2014). It also affirms the democratic value of participatory methods, where research is conducted with participants rather than on them (Banks & Brydon-Miller, 2018).
The presentation will share practical tools, participant feedback, and insights into how participatory methods can be adapted to support neurodivergent learners in education and research contexts.
This session will interest educators, youth practitioners, and researchers in inclusive education, youth voice, and participatory design.
Banks, S. and Brydon-Miller, M., 2018. Ethics in participatory research for health and social well-being. London: Routledge.
Gergen, K., 2018. An Invitation to Social Construction. 3rd Ed. London: SAGE Publications Ltd.
Higgins, J., 2013. Towards a learning identity: young people becoming learners after leaving school. Research in post-compulsory education. 18(1-2), pp 175-193.
Kuhn, M.H. and McPartland, T.S., 1954. Twenty statements test. American Sociological Review.
Mead, G. H., 1934. Mind, Self and Society. Chicago: University of Chicago Press.
Smyth, J., Robinson, J. and McInerney, P., 2014. It’s our turn–young people ‘tilting’ the neoliberal turn. Journal of Youth Studies. 17(4), pp. 492-509.