Inclusion or Isolation? Exploring the Learning Experiences of Students Exhibiting Neurodivergence In Mainstream Education”

Abstract

 This study explores the lived learning experiences of students exhibiting neurodivergence in mainstream education, focusing on whether inclusion fosters genuine belonging or results in isolation. Utilizing a qualitative phenomenological research design, the study was conducted at Don Jose Integrated High School with five purposively selected neurodivergent participants. Data were gathered through semi-structured interviews and analyzed using thematic analysis to identify recurring patterns in their experiences reveal that neurodivergent students experience inclusion as complex, inconsistent, and highly dependent on instructional practices, peer relationships, and emotional factors. Participants reported challenges such as difficulty keeping up with fast-paced lessons, anxiety during participation, cognitive overload, and struggles with attention and task management. Despite these barriers, support from teachers and peers—such as clear explanations, visual aids, and collaborative learning—significantly enhanced their understanding and engagement. The study also highlights that students’ sense of belonging is conditional and fluctuates depending on their academic comprehension and social interactions. While inclusion is present in structure, it is not always fully realized in practice, often leading to feelings of partial inclusion or isolation. Neurodivergent students demonstrated adaptive coping strategies, including self-review, peer assistance, and repetition, to manage their challenges. Overall, the findings underscore the need for responsive, flexible, and inclusive teaching strategies that address diverse learning needs. The study recommends improving instructional clarity, pacing, and support systems to foster meaningful participation and a stronger sense of belonging among neurodivergent learners in mainstream classrooms.