Abstract
The neurodiversity paradigm challenges educators to develop inclusive and affirming learning environments for all children. However, little is known about the neurodiversity-relevant training that UK school staff receive, or how confident they feel supporting neurodivergent pupils. This study extends previous research exploring the impact of training interventions, to investigate how everyday contact with neurodivergent individuals, attitudes to neurodiversity and perceived stress relate to self-efficacy in a diverse sample of UK school staff. The study had two aims: (1) to describe staff experiences in supporting neurodivergent pupils and the training they had received; (2) to identify predictors of self-efficacy in supporting neurodivergent pupils. 177 teachers and support staff working in mainstream schools in the UK completed a mixed-methods survey. Participants identified a range of rewards and challenges working with neurodivergent learners; the quality, type and duration of training received was highly variable. Better training emerged as a key professional development need. Self-efficacy also varied widely, and was predicted by respondents' level of contact with neurodivergent people, both in and outside work, and by how well they coped with work stress. These findings highlight potential limits of training alone and suggest broader systemic and relational influences on staff confidence in inclusive practice.