Neurodiversity-affirming school counselling: supporting neurodivergent student wellbeing with person-centred therapy

Abstract

The neurodiversity movement challenges the medical model of disability by framing neurodevelopmental disabilities as natural neurological variations rather than deficits. Consequently, as discourse on neurodiversity-affirming practices expands, there is a growing imperative for tailored implementation in school counselling. By emphasising client agency, strengths, and understanding, person-centred therapy arguably holds the potential to support neurodivergent student wellbeing within school counselling and across a multi-tiered system of support. The person-centred therapy modalities, including traditional person-centred therapy, pre-therapy, child-centred play therapy, school-based filial therapy, and collaborative and proactive solutions, offer the flexibility to accommodate diverse age groups, developmental stages, and communication styles. Overall, adopting a neurodiversity-affirming school counselling approach underscores a paradigm shift that supports the wellbeing and autonomy of neurodivergent students.