Redefining Support: A Neuroaffirming Framework for School Counsellors Working with Neurodivergent Students
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Authors
Gill, Jas
Issue Date
2025-06
Type
Capstone
Language
en
Keywords
ADHD , autism , neuroaffirming practices , neurodiversity , school counselling
Alternative Title
Abstract
This Capstone project explores how school counsellors can implement neuroaffirming practices to support neurodivergent students within K-12 educational settings. Beginning with an overview of current systemic challenges including the use of deficit-based models, punitive discipline, and widespread misunderstanding of neurodivergence this paper critically examines how such approaches contribute to exclusion, masking, and poor mental health outcomes for students with autism, ADHD, dyslexia, and other neurodevelopmental variations. Anchored in the neurodiversity paradigm, the literature review introduces complementary theories such as the Social Model of Disability, Double Empathy Theory, Polyvagal Theory, Self Determination Theory, and Trauma Informed Care, all of which offer more affirming, strengths-based frameworks for understanding and supporting neurodivergent children. The project then synthesizes a wide range of evidence-based, school-based counselling interventions that are aligned with these frameworks including play and movement therapy, somatic and nature-based practices, student led collaboration, environmental adaptations, and strength driven approaches. The final chapter offers practical recommendations for school counsellors, outlines key limitations, and suggests directions for future research and professional development. This Capstone weaves together theory, practice, and lived experience to support the growing movement toward inclusive, identity-affirming education. It provides school counsellors with practical strategies for creating safer, more responsive environments for all learners.
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Citation
Publisher
License
Attribution-NonCommercial-NoDerivs 3.0 United States
openAccess
openAccess