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Neurodiverse perspectives on learning English in a secondary school context
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DOI：10.1093/elt/ccag011.png)
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Abstract
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This paper reports findings from a qualitative interview study conducted with nine neurodiverse students and eight of their teachers in a European secondary school context. Contrary to the results of previous studies, our teenage participants with attention deficit and hyperactivity disorder (ADHD) did not report reading difficulties in English and autistic students enjoyed peer interactions. However, both groups gave accounts of challenges with listening comprehension. Language learners with ADHD enjoyed creative, hands-on tasks but struggled with focus and emotional regulation. Autistic students excelled in structured tasks and showed attention to detail, despite often being affected by sensory sensitivities and changes in routine. Language teachers cited frequent disruptions, inconsistent academic performance, and emotional regulation difficulties among their neurodiverse students as key challenges. Several felt underprepared due to limited training in inclusive education and institutional barriers. Nevertheless, teachers highlighted the value of professional development, collaboration with parents, and fostering strong student relationships.
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