‘I Can’t Go to School, It Isn’t a Won’t’: Lived Experiences of Neurodivergent Children's School Anxiety Within the UK's Systemic Crisis

The UK education system is in crisis, manifesting in increasing anxiety and non-attendance among Neurodivergent children. Existing research has identified school-based factors but has neglected systemic mechanisms. Our multi-perspective qualitative study explored school anxiety through the lens of neuro-normative epistemic injustice – knowledge positioning Neurotypicality as superior and default. We conducted focus groups incorporating innovative creative methods with 31 individuals with experience of school anxiety, including Neurodivergent children (n = 8, aged 10–16), adults (n = 5), parents (n = 8) and professionals (n = 10). We utilised participatory research methods, incorporating Neurodivergent input throughout. Using reflexive thematic analysis, we found neuro-normativity central to an inaccessible, anxiety-evoking system. Inflexible structures and under-resourcing gatekeep support until crisis or diagnosis, constraining parents and educators and fostering mutual blame. This system legitimises rejection by peers and teachers, compounding distress. Navigating such harm results in illness, trauma and non-attendance. Meltdowns and shutdowns emerge but are often penalised. Where authenticity is unsafe, camouflaging has catastrophic mental health consequences. Withdrawal, therefore, becomes necessary for self-preservation. Our findings highlight the urgency of re-conceptualising school anxiety and non-attendance as rational responses to systemic harm. Meaningful change requires systemic and cultural transformation – involving policy and pedagogy – grounded in the epistemic inclusion of Neurodivergent individuals.