Applied research led by Prof April Hargreaves, strengthening ethical neuroinclusive education practice
Following the delivery of a multi-partner digital skills programme for neurodivergent adults (see Case Study 1), Neurodiversity Spark undertook a programme of applied research connected to adult education experiences at Belfast Metropolitan College.
The research re-engaged participants from the original programme cohort, inviting them back into a reflective research process focused on understanding barriers to education, confidence-building, and re-entry into learning. This approach recognised the cumulative impact of prior educational exclusion, as well as the wider Northern Ireland context, where historical trauma and systemic barriers continue to shape adult education experiences.
This research forms part of Spark’s wider research activity and lab partnership with ICEP Europe and is led by Spark’s Director of Research, Professor April Hargreaves.
Neurodiversity Spark designed and delivered the full research programme, operating clearly alongside — not within — service delivery. The work was led by Prof April Hargreaves and delivered under Spark’s research governance framework.
Spark was responsible for:
Participants were drawn from the earlier delivery cohort, enabling the research to explore lived experience over time rather than capturing isolated snapshots.
How Spark undertakes ethical, applied research led by academic expertise and grounded in lived experience.
The research was grounded in lived experience, trauma-aware practice, and participatory methods. Particular care was taken to ensure that participation was voluntary, informed, and clearly separated from any service provision.
Clear boundaries were maintained between:
This separation ensured ethical integrity and avoided conflating research participation with service outcomes or performance claims.
Analysis is ongoing, with findings expected to be completed and shared in mid-2026. Outputs are intended to strengthen practice, governance, and understanding of neuroinclusive adult education pathways rather than generate external marketing claims.
The research has already supported deeper reflective practice within Spark and strengthened internal understanding of how neurodivergent adults experience re-engagement with education over time.
Emerging learning is contributing to:
As analysis continues into 2026, findings from this research will inform Spark’s future delivery, training, and partnership work across education and employment pathways.
Learning will be used to:
Findings will be shared in accessible formats that prioritise learning and improvement over promotion, with full attention to consent, anonymity, and participant safety.
This case study demonstrates Spark’s ability to:
This is research designed to deepen understanding and improve practice — not to sell outcomes.
