Neurodiversity and Strengths-Based Approaches in Education: A Walker and Avant Concept Analysis

Neurodiversity and strengths-based approaches are increasingly prominent in educational discourse, reflecting the ongoing evolution of inclusive educational practice. Each concept is subject to its own definitional ambiguity and has attracted a range of critiques. These unresolved issues at the ideational level risk undermining their effective application in practice. For example, theoretical questions concerning whether the two are distinct or overlapping have prompted models for their conceptual integration. Clarifying these relationships is therefore essential to support meaningful and consistent implementation in education. This study reports a Walker and Avant concept analysis for each term, aiming to map and clarify how the concepts are used within educational research. The focus was on exploring modern, contextualised understandings rather than relying solely on reified, original academic definitions. A subsequent comparative analysis of the two concept analyses was then conducted to determine whether systematic research evidence supports previous proposals for integration. The analyses revealed both overlapping and distinct characteristics across concepts, leading to the conclusion that the findings support integration. This is discussed in relation to applied educational practice. The implications of this integration are explored through the development of a reflexive resource for practitioners, designed to support the direct application of the concept analysis findings. This resource aims to ensure that both concepts are applied with precision, enhancing inclusive educational practice.

Key points

The paper clarifies how neurodiversity and strengths-based approaches are defined and used in educational research, supporting greater conceptual precision in research and practice.
Using Walker and Avant's concept analysis, the study identifies defining attributes, antecedents, consequences and empirical referents for each concept, supporting more systematic and less tokenistic application in research and practice.
Comparative analysis showed that neurodiversity and strengths-based approaches overlap conceptually without being identical, supporting integration between anti-deficit and strengths-focused practice.
The findings are translated into a reflexive practitioner resource, supporting educators to audit and refine inclusive practice using contemporary, evidence-informed conceptualisations.