Exploring Neurodiversity within Recovery Education and Lived Experience Recovery Based Settings: A Scoping Review Protocol

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Neurodiversity is closely associated with mental ill health and as such, these individuals often use the same systems built primarily for a neurotypical population. However, the literature base examining neurodiversity and recovery education is unknown currently. As such, this paper lays out a proposal for a scoping review to establish the breadth of literature examining neurodiversity and its impact on recovery colleges. Methods This proposed review complies with the Preferred Reporting Items for Systematic Reviews and Meta-Analysis extension for scoping reviews and is further enhanced by Arksey and O’Malley’s methodological framework for scoping reviews. This approach consists of five stages. Search terms are stated and a variety of databases (CINAHL, Jstor, Ovid SP, psycINFO, psycARTICLES, PubMed, RCNi, Science Direct, Web of Science, Wiley Online Library) and repositories (Google Scholar, ResearchGate) will be used to gather citations based on a predetermined inclusion/exclusion criteria. The search range is from January 01st 1998 to present (31st December 2024). Ethics and dissemination The paper is a scoping review protocol exploring the breadth of literature into neurodiversity within recovery colleges. As such, no ethical approval is required. The protocol is stored within OSF registries and was uploaded on June 27th 2024 where it is freely available to anyone who wishes to gain access to it. The registry will be updated with the formally published protocol once this paper has been published. The proposed scoping review will be distributed through peer-reviewed publication in a high impact journal. In addition, elements of the proposed review will support the wider Neurodiversity in Recovery Education [N.I.R.E] study through various publications yet to be determined. Registration ID https://doi.org/10.17605/OSF.IO/853K2. " } { "@context": "http://schema.org", "@type": "BreadcrumbList", "itemListElement": [ { "@type": "ListItem", "position": "1", "item": { "@id": "https://hrbopenresearch.org/", "name": "Home" } }, { "@type": "ListItem", "position": "2", "item": { "@id": "https://hrbopenresearch.org/browse/articles", "name": "Browse" } }, { "@type": "ListItem", "position": "3", "item": { "@id": "https://hrbopenresearch.org/articles/8-34", "name": "Exploring Neurodiversity within Recovery Education and Lived Experience..." } } ] } Home Browse Exploring Neurodiversity within Recovery Education and Lived Experience... ALL Metrics - Views Downloads Get PDF Get XML Cite How to cite this article Norton MJ, Gallini-Poole W, Little L and Zilberberg O. Exploring Neurodiversity within Recovery Education and Lived Experience Recovery Based Settings: A Scoping Review Protocol [version 1; peer review: 1 approved] . HRB Open Res 2025, 8 :34 ( https://doi.org/10.12688/hrbopenres.14074.1 ) NOTE: If applicable, it is important to ensure the information in square brackets after the title is included in all citations of this article. Close Copy Citation Details Export Export Citation Sciwheel EndNote Ref. Manager Bibtex ProCite Sente EXPORT Select a format first Track Share ▬ ✚ Study Protocol Exploring Neurodiversity within Recovery Education and Lived Experience Recovery Based Settings: A Scoping Review Protocol [version 1; peer review: 1 approved] Michael John Norton https://orcid.org/0000-0002-7420-9339 1,2 , William Gallini-Poole https://orcid.org/0009-0007-4094-9180 3,4 , Lydia Little https://orcid.org/0009-0003-7196-2311 5 , Olga Zilberberg 6,7 Michael John Norton https://orcid.org/0000-0002-7420-9339 1,2 , William Gallini-Poole https://orcid.org/0009-0007-4094-9180 3,4 , Lydia Little https://orcid.org/0009-0003-7196-2311 5 , Olga Zilberberg 6,7 PUBLISHED 19 Feb 2025 Author details Author details 1 Adult Continuing Education, University College Cork, Cork, County Cork, Ireland 2 Office of Mental Health Engagement and Recovery, Health Service Executive, County Dublin, County Dublin, Ireland 3 Dorset Mental Health Forum, NHS Dorset STP, Dorchester, England, UK 4 Implementing Recovery through Organisational Change, Nottingham, Nottinghamshire, UK 5 Riverside House, Mental Health Alabare, Salisbury, Wiltshire, UK 6 The Missing Link, Reading, UK 7 Recovery College - Devon, Wokingham, Reading and Bracknell, Reading, UK Michael John Norton Roles: Conceptualization, Investigation, Methodology, Project Administration, Supervision, Writing – Original Draft Preparation, Writing – Review & Editing William Gallini-Poole Roles: Investigation, Writing – Original Draft Preparation, Writing – Review & Editing Lydia Little Roles: Investigation, Writing – Original Draft Preparation, Writing – Review & Editing Olga Zilberberg Roles: Conceptualization, Investigation, Writing – Original Draft Preparation, Writing – Review & Editing OPEN PEER REVIEW DETAILS REVIEWER STATUS Abstract Introduction Neurodiversity is an umbrella term used to define variations in brain functioning which can impact on the way individuals think and process information compared to others [neurotypical] individuals. Neurodiversity is closely associated with mental ill health and as such, these individuals often use the same systems built primarily for a neurotypical population. However, the literature base examining neurodiversity and recovery education is unknown currently. As such, this paper lays out a proposal for a scoping review to establish the breadth of literature examining neurodiversity and its impact on recovery colleges. Methods This proposed review complies with the Preferred Reporting Items for Systematic Reviews and Meta-Analysis extension for scoping reviews and is further enhanced by Arksey and O’Malley’s methodological framework for scoping reviews. This approach consists of five stages. Search terms are stated and a variety of databases (CINAHL, Jstor, Ovid SP, psycINFO, psycARTICLES, PubMed, RCNi, Science Direct, Web of Science, Wiley Online Library) and repositories (Google Scholar, ResearchGate) will be used to gather citations based on a predetermined inclusion/exclusion criteria. The search range is from January 01st 1998 to present (31st December 2024). Ethics and dissemination The paper is a scoping review protocol exploring the breadth of literature into neurodiversity within recovery colleges. As such, no ethical approval is required. The protocol is stored within OSF registries and was uploaded on June 27th 2024 where it is freely available to anyone who wishes to gain access to it. The registry will be updated with the formally published protocol once this paper has been published. The proposed scoping review will be distributed through peer-reviewed publication in a high impact journal. In addition, elements of the proposed review will support the wider Neurodiversity in Recovery Education [N.I.R.E] study through various publications yet to be determined. Registration ID https://doi.org/10.17605/OSF.IO/853K2 . READ ALL READ LESS Keywords Mental Health, Neurodiversity, Neuro-Inclusion, Recovery, Recovery Education Corresponding Author(s) Michael John Norton ( [email protected] ) Close Corresponding author: Michael John Norton Competing interests: No competing interests were disclosed. Grant information: The author(s) declared that no grants were involved in supporting this work. Copyright: © 2025 Norton MJ et al . This is an open access article distributed under the terms of the Creative Commons Attribution License , which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. How to cite: Norton MJ, Gallini-Poole W, Little L and Zilberberg O. Exploring Neurodiversity within Recovery Education and Lived Experience Recovery Based Settings: A Scoping Review Protocol [version 1; peer review: 1 approved] . HRB Open Res 2025, 8 :34 ( https://doi.org/10.12688/hrbopenres.14074.1 ) First published: 19 Feb 2025, 8 :34 ( https://doi.org/10.12688/hrbopenres.14074.1 ) Latest published: 19 Feb 2025, 8 :34 ( https://doi.org/10.12688/hrbopenres.14074.1 ) Introduction Neurodiversity is a social movement and term used to describe ‘the idea that people experience and interact with the world around them in many different ways; there is no one “right” way of thinking, learning, processing information and making sense of the world and as such, those differences are not viewed as deficits but natural variation of the human genome 1 . The term, first coined by Judy Singer in 1998, encompasses the neurotypical brain, those brains that do not differ neurologically from each other and neurodivergent brains, those brains that differ from neurotypical brains in significant ways. Many of those neuro differences can be found within the ICD-11 [International Classification of Diseases - 11] and DSM5-TR [Diagnostic and Statistical Manual of Mental Diseases 5 Text Revision] manuals, and include conditions like Autistic Spectrum Disorder [ASD], Attention Hyperactivity Deficit Disorder [ADHD], Tourette's Syndrome, Dyscalculia, Dyslexia and Dyspraxia, as well as other conditions such as Learning Disabilities and disorders deemed psychiatric due to their related psychopathology 2 . The movement behind the term originally emerged during the late 1990’s, with the goal of fostering a sense of community and acceptance for people with said conditions, as well as challenging the clinically accepted idea that all of these conditions are inherently deficits by arguing that ‘there's no definition of “ normal ” capabilities for the human brain’ 3 . Instead just different strengths and difficulties which we all have as humans, while acknowledging the need for support as the wider world is built for neurotypical brains - individuals with typical neurological development. While statistics vary, it is thought that 20% of the population are neurodivergent with figures such as 8% of people in the UK being thought to have ADHD, 10% of the same population are thought to have dyslexia, 8% are thought to have dyspraxia, 6% are thought to have dyscalculia, 1% of people are thought to have an autistic spectrum condition, whilst 1% of the UK population are thought to have Tourette's syndrome 4 . Research shows that there is a strong link between neurodivergent conditions and mental health challenges. Mood disorders, anxiety disorders, substance use disorders are high in individuals with ADHD and ASD 5 . It is thought that as many as 54–94% of autistic individuals 6 , 7 develop a mental health condition within their lifetime, compared to just under 50% in the neurotypical population 8 . In adult ADHD, The National Comorbidity Survey Replication (NCS-R) found a prevalence of 47% of anxiety disorders, 38% of mood disorders, 20% of impulse control disorders and 15% of substance use disorders 9 . With these figures in view, the aim of this research project is to explore the role of recovery education in a particular mental health recovery setting - Recovery Colleges - and how such settings are equipped to support neurodivergent students and meet their needs while providing a sense of community, empowerment and a strengths based approach. Recovery Education is defined as “ a personal journey of discovery… making sense of, and finding meaning in, what has happened ” 10 . The concept of Recovery Education is based in the belief that an individual must have a sense of agency in their care and recovery journey, they are the experts of their own lives, and are able to build a life with a sense of purpose and pride. personal recovery as a wider concept in mental health is about finding alternatives to exclusively symptom-based approaches to mental health care and aligning services and support for the individual to have a fulfilling life 11 . In practice, in the UK, the most common application of recovery education has been within Recovery Colleges, with around 220 Recovery Colleges now found in the UK alone 12 , with a college present within 26 different countries 12 . Recovery Colleges use an adult educational pedagogy to inform and support individuals with mental health challenges 13 . They focus on providing educational courses about mental health and recovery, personal development, and skills training, in a co-produced manner in order to empower and inspire individuals to manage their own recovery journey more effectively. The ethos of Recovery Colleges is centred around hope, empowerment, and opportunity. They provide a co-productive and supportive learning space where individuals can gain knowledge and skills to support their recovery and well-being. Recovery Colleges also incorporate peers: individuals with lived experience of specific mental health challenges, who use their experiences in order to co-produce and co-facilitate said courses. While different Recovery Colleges may have different styles and formats of delivery, they are generally underpinned by several key principles similar to that expressed within an individual’s personal recovery journey, Strengths-based approaches to recovery, an educational approach, inclusivity and accessibility of all, meaning that courses are fully open-access in an attempt to promote wider awareness of mental health, and allowing everyone present within a recovery journey to attend courses they have an interest in, including service users, family members, friends, and mental health professionals. A central element of Recovery Colleges is the principle of co-production. This means that students, professionals, educators, family members and other stakeholders work together in an equal and reciprocal partnership in order to design, deliver, and evaluate training programmes 14 . Co-production ensures that the courses are relevant, practical, and grounded in both academic knowledge and lived experience of recovery from mental health issues. This collaborative approach fosters a renewed sense of ownership, empowerment, and community among participants. Exploring co-production within mental health is not new. It has been used within mental health services since the idea of recovery education was first constructed. However, there is no real literature base at present describing the co-production process when collaborating with those who identify as neurodivergent. Are there unique needs? Is the mechanism of action for co-production different when working with those who identify as neurodivergent? All of these questions and more need to be answered in order for one to understand how a neuro inclusive spaces co-created within recovery colleges can be present and function within a mental health context in the UK and elsewhere. Rationale for scoping review protocol There is a lack of peer-reviewed papers on the topic of recovery education and neurodiversity. With the increase in neurodivergent students passing through recovery colleges and utilising recovery education in their own lives, there is a need for more information and evidence within mental health recovery education spaces around how best to support and meet the needs of these students which may differ from the traditional education methods and practices used in adult education today. With some Recovery Colleges incorporating a variety of neurodiversity awareness courses (ADHD, Autism Spectrum Condition courses) 15 , there is a need for research investigating how Recovery Colleges can align with the values of the neurodiversity movement in order to provide mental health educational programmes that promote empowerment and personal responsibility in a neuro-affirming way. Although papers and studies around Recovery Colleges and recovery education have been present for a couple of decades 16 , there is a distinct lack of discussion, or acknowledgement, around neurodivergence within Recovery Colleges in the academic world. As such, due to a lack of practice guidance and data to support neurodivergent staff and students, this proposed scoping review will form part of a wider UK project which, as part of its work packages, aims to co-produce a set of guidelines which recovery colleges can use to ensure that they are neuro-inclusive in every aspect of their work. A scoping review was deemed appropriate as in order to ensure that the wider project is fully evidence-based, an understanding as to the breadth of literature in this area of investigation is required. Aim and objectives of proposed scoping review As such, this proposed scoping review aims to examine the evidence base regarding neurodiversity within recovery colleges, an initiative that has been created as part of the mental health services in the UK. To support the achievement of this aim, a number of objectives have been created: 1. To examine the breadth of legislative documents and other literature sources relating to neurodiversity within recovery college settings. 2. To explore the mechanisms of co-production for recovery education with those who identify as neurodivergent. 3. To examine existing policy as it relates to neurodiversity within recovery education settings. 4. To provide recommendations to support recovery colleges in becoming neuro-inclusive and neuro-accepting environments. Methods To support rigour in this investigation, this proposed scoping review will comply with the relevant P referred R eporting I tems for S ystematic R eviews and M eta- A nalysis (PRISMA) guidelines for scoping reviews 17 (See Supplementary Material One). In addition, the review will also incorporate the methodological orientation created by Arksey and O’Malley, which comprises of five steps that can be used to search and structure a scoping review 18 . These steps include 1) identification of the review question(s), 2) identification of the relevant studies, 3) selecting the studies, 4) charting the data and finally 5) collating, summarizing and reporting the results 19 . Finally, this protocol was registered with the Open Science Framework (OSF) on the 27 th June 2024 and assigned the following registration number: https://doi.org/10.17605/OSF.IO/853K2 . Such registration will be updated once this protocol is published. The use of specific reporting guidelines, along with a methodological guideline specific to the method of scoping reviews and the publication of this protocol identifying how this proposed scoping review will be conducted all helps to ensure that the results attained by this proposed scoping review are rigorous 20 . The five stages of Arksey and O’Malley’s methodological framework for scoping reviews are now presented. Stage one: identifying the research question Scoping reviews are useful as they explore the breadth of the literature on a particular subject area 21 . As such, the review question for the proposed scoping review is required to be broad in nature 17 . Since Arksey and O’Malley’s framework was developed, Levac and colleagues 22 published a further guidance stating that scoping reviews can be used to examine issues like study quality and bias. However, as this approach will involve examining depth rather than breadth, it was decided that for the purposes of this proposed scoping review, issues relating to these will not be addressed. Additionally, there are a number of mechanisms that can be used to create a review question including SPIDER ( S ample, P henomenon of I nterest, D esign, E valuation and R esearch Type) and PICO ( P opulation, I ntervention, C omparison and O utcome) 23 , 24 . However, for this review, PICO was deemed more appropriate for use as it is more commonly used in creating review questions compared to its counterpart, SPIDER. For this particular review, one review question was created. Using PICO ( Table 1 ), the review question created for investigation is as follows: What is the current evidence that neurodiversity is fairly represented in recovery colleges? What is the current evidence that recovery colleges successfully support student’s recovery and well-being? Table 1. Creating the Review Question Using PICO. Population Neurodiverse Students and Staff in a Recovery College Setting. Intervention The Creation of the Neurodiverse Affirming Recovery Colleges Comparison Existing Established Mechanisms within Recovery Colleges. Outcome Satisfaction of the Participants of Neurodiverse Affirming Recovery Colleges. Stage two: identifying relevant studies As part of this phase of Arksey and O’Malley’s framework, a search strategy (Supplementary Material Two) needs to be created in order to provide a transparent plan as to how to gather and narrow down the data required for this proposed review. As such, this stage documents the various databases and repositories used for the search 19 . Such databases will include: CINAHL, Jstor, Ovid SP, psycINFO, psycARTICLES, PubMed, RCNi, Science Direct, Web of Science and Wiley Online Library. These databases were chosen due to their association with the health and social sciences from which this study is loosely based 25 . In addition to these named databases, a search was also undertaken with the following repositories and other sources: Google Scholar, ResearchGate and national/international websites on neurodiversity and recovery education. Finally, to ensure that all relevant publications have been captured, a process of reference screening/citation chaining will also be conducted. This addition to the search strategy will also further compliment stage four of Arksey and O’Malley’s framework 26 . The reference management software: Covidence, will be used to support the sorting, retrieval and categorisation of data collected as part of this proposed scoping review. Stage three: study selection In order to search such databases and repositories noted in stage two, a number of search terms/MeSHs need to be created. These search terms are based on the already established terms used in the peer reviewed literature - evident from previous systematic reviews that examined neurodiversity and recovery colleges separately, and with consultation with the established research advisory group for the overarching project. Such terms include the following: “neurodiversity” OR “neurodiverse” OR “neurodivergent” OR “neurominorities” OR “neurotypes” OR “neurotypical” OR “neurovariance” OR “neuroinclusive” OR “neuroidentities” AND “recovery education” OR “recovery college” OR “recovery education service” OR “discovery college” OR “discovery project” OR “recovery learning” OR “recovery learning community” OR “recovery academy” AND “lived experience” OR ”peer support” OR “expert by experience” OR “experiential knowledge” OR “peer education” OR “peer educator” OR “peer to peer support” In order to shortlist papers retrieved from the databases and repositories, three intricate rounds of screening will occur. In round one, the titles of all citations will be screened for keywords by the first author: MJN. Any citation that utilises the words neurodiversity and recovery education will be saved and stored in the round one folder. Round two then begins by placing all round one search results into a round two folder. Here duplicates are removed. After which, the abstracts are read and compared to an inclusion/exclusion criteria - see Table 2 below. Table 2. Inclusion/Exclusion Criteria. Inclusion Exclusion Peer reviewed and Grey literature [guidance document, reports] Master through Research/Doctoral Dissertations Opinion, perspective, letter to the editor, observational study. English Language Quantitative, Qualitative and Mixed Methods Studies 1998 to Present Rationale - Recovery Colleges and neurodiversity as concepts were established. Mental Health, Intellectual Disability [ for example Autism spectrum, learning disability] If the citation’s abstract complies with the inclusion/exclusion criteria, they are placed into an included folder, with all other citations not meeting the criteria excluded from the study. For this round of screening, all four authors [MJN, WG-P, LL and OZ] will each carry out this round independently and then meet together in order to agree on the papers to be included in round three screening. At this point a reference screening or process of citation chaining will occur on the reference lists of all included papers to this point. Here, the parameters set forth above in terms of round one and two screening will be adhered to. MJN will independently carry out the citation chaining exercise and will draw on the expertise of WG-P, LL and OZ if he is unsure if a paper should be included or not. Once this process is complete, citations undergo a third round of screening, where the full text of papers are downloaded, read and compared to the inclusion/exclusion criteria yet again. Any papers that adheres to the inclusion/exclusion criteria are at this point included in the scoping review, with the remainder excluded with a rationale as to why, included in the search strategy. For round three screening, all authors [MJN, WP-G, LL, OZ] will read each paper independently and then reconvene in order to decide on the final papers for inclusion based on the preconceived inclusion/exclusion criteria. Once the three rounds are completed, the search strategy will then be kept and submitted with the review itself as supplementary material to a peer reviewed journal for publication. This process of narrowing down papers will be visually represented through a PRISMA flow chart ( Figure 1 ) 27 . Figure 1. Updated PRISMA 2020 Flow Chart. As per Table 2 , a time period of 1998 to present (December 31st 2024) will be applied as the term neurodiversity was first coined by Judy Singer in 1998. Additionally, recovery colleges as a concept was also not created until 1998. Finally, only English papers will be included in this review due to the inability of the review team to speak or understand other languages. Stage four: the charting of the data To support analysis of the included studies, key aspects of each paper will be presented using a table format. To support ease of capture of such information, the information will be added to a table created on an excel spreadsheet. Such data collected will include: 1. Authors, year of publication, country where the study was conducted or the affiliation of the first author if the former cannot be located. 2. Title of paper 3. Journal 4. Target audience 5. Format of paper - dissertation, empirical, legislative, or report 6. Aim of the study 7. Methodological orientation - if known 8. Theoretical framework - if known 9. Method of data collection 10. Sample and sample size 11. Definition of neurodiversity 12. Definition of recovery education 13. Definition of recovery college 14. Perspective of neurodiversity and recovery education – do they merge 15. Mechanisms needed for the successful implementation of a neuro inclusive environment 16. Advantages of a neuro inclusive environment 17. Challenges to a neuro inclusive environment 18. How language shapes the recovery system 19. Typology of language towards neurodiversity and neurodiverse individuals 20. Established mechanisms to support neurodiverse staff 21. Impact of neuro inclusion on one’s recovery journey 22. Strengths of the study from the study author’s perspective 23. Limitations of the study from the study author’s perspective 24. Study recommendations from the study author’s perspective 25. Other observations. It is expected that this process will begin on March 01st 2025 and continue for the first half of March. MJN will be responsible for charting the data onto an excel spreadsheet document for the purposes of demonstrating the breadth of literature in this area of study. In order to ensure all papers are represented in the screening process, a visual representation will be created using connectedpapers.com. The resource operates by identifying a lead paper through the process of reference screening (as discussed above). The programme then utilises this lead paper to develop a map in order to highlight all papers that should be included in such a review. Stage five: collation, summarisation and reporting of the results As this review plans to collect both quantitative and qualitative data, an appropriate mechanism of summarisation needs to be utilised. In addition, the very nature of scoping reviews prevents an evidence synthesis from occurring 18 . Instead, a mechanism that narratively presents the findings, but does not do so to the extent of synthesising the data is required. Although this approach is contested 28 , in order to keep to the principles set out by Arksey and O’Malley’s framework, this approach will be followed. To support this approach, a process of summative content analysis 29 will occur. This involves utilising the table created in stage four of Arksey and O’Malley’s framework to identify keywords or key aspects of a paper. Once this is located in all papers, a narrative surrounding these keywords based on the table is created and acts as the findings of this proposed scoping review. Ethics and dissemination This paper and its future counterpart represents both a protocol for and a scoping review of the literature pertaining to neurodiversity and recovery education. As this process requires the reviewer to examine previously collected data through publication and does not directly involve human participants, ethical approval is not required. Any information pertaining to this review will be stored in the OSF registry, where it is freely available to any interested party. The results of this scoping review will be distributed through peer reviewed publication in a high ranking academic journal. Additionally, data collected from this review will also be used to support a wider research project pertaining to neurodiversity and recovery education, which will also be distributed through peer reviewed open access journals. Public and patient involvement in the proposed scoping review This protocol and the review itself were and will be created with input from public and patient involvement (PPI) representatives and overseen by a wider research advisory group. This research advisory group also consists of PPI representation as well as those that work within the recovery education system in the UK. The research advisory group reviewed this paper prior to registration, submission and eventual publication. The authorship of this protocol also consists of individuals who are part of the PPI team for this protocol, review and wider research project. Discussion Like with any review, there are several strengths and limitations to the proposed scoping review. Firstly, a strength to this proposed review is that it begins to address a notable research gap in this area. The lack of peer-reviewed papers exploring both recovery education and neurodiversity indicates that this is an underexplored field. By examining existing literature, the review will shed light on how recovery colleges can better support neurodivergent students, contributing valuable insights to both policy and practice. This paucity may also serve as a limitation around the study as the lack of research makes finding existing research into this area difficult. However, this review is necessary for the wider research project being conducted in this area as it will demonstrate the breadth of the evidence, empirical, policy and practical, so that lessons can be learned and applied to the overarching project itself. Additionally, the review aims to gather evidence to inform the development of guidelines and recovery educational programs that are tailored to support neurodivergent students. This aligns with the increasing emphasis on inclusivity and diversity in education and mental health services, promoting empowerment and personal responsibility in a neuro-affirming way. As a result, it aligns well with the objectives laid out by the United Nations Convention on the Rights of the Person with Disabilities (UNCRPD) in ensuring that those designated to having a disability have access to appropriate resources regardless of whether one is neurotypical or neurodivergent 30 . Co-production is indeed a strength in both this proposed scoping review and within the entire overarching research project. This protocol and indeed the proposed review itself will be fully co-produced with individuals who identify as neurodivergent and those who work in this space by their integral involvement in the research advisory group (RAG), as noted in the authorship of this present paper. By undertaking this review, data will be uncovered that will also support the co-production of practical guidelines for neuro-inclusive practices in recovery colleges. As such, with the inclusion of the research advisory group in all aspects of the review and overall project development, this research has the ability to have the full backing of the neurodivergent community in the UK. The result of which can lead to a more effective and supportive environment being created in such spaces for neurodivergent individuals, thereby enhancing their educational and recovery outcomes. Additional to the many strengths of this proposed review, we do acknowledge that there are a number of limitations to this work. Firstly, as outlined previously, the potential scarcity of studies; the lack of prior known research on neurodiversity within recovery colleges may result in a limited number of sources to review, which could call the feasibility of this review into question. As mentioned, however, this potential lack of sources does also come as a strength, demonstrating a need for the wider research project to be conducted in this area. Secondly, although this proposed review is valuable for mapping out the breadth of evidence available in this area, it does not engage in the same depth of analysis as would a systematic review. Although Levac and colleagues additions to Arksey and O’Malley’s framework does create a window for such depth to be explored, the decision was made not to examine issues that would suggest depth (like risk of bias and quality assessments) as this would deter from the main purpose of this review, which is to identify the evidence base for the subject matter and not the quality of that evidence. However, despite this, this decision means that while the proposed review will identify key gaps, it may not provide detailed insights into specific outcomes. Ethics and consent Ethical approval and consent were not required. Data availability statement No data associated with this article. Extended data Stored in [OSF Registries]: [manuscript for registration]. https://doi.org/10.17605/OSF.IO/KYNDZ . Data are available under the terms of the CC-By Attribution-NonCommercial-NoDerivatives 4.0 International 31 Reporting guidelines Stored in [OSF Repositories]: [manuscript for registration]. https://doi.org/10.17605/OSF.IO/KYNDZ . Data are available under the terms of the CC-By Attribution-NonCommercial-NoDerivatives 4.0 International 31 . Contribution statement MJN and OZ conceptualised the review. MJN, WG-P, LL and OZ all wrote aspects of the review. The N.I.R.E Research Advisory Group and MJN both reviewed the protocol prior to submission. MJN is the guarantor for this protocol. Acknowledgement The authors of this protocol would like to acknowledge the support of the Neurodiversity in Recovery Education [N.I.R.E] Research Advisory Group, supported by Implementing Recovery through Organisational change [ImROC], for their review of the material pertinent to this paper and subsequent valuable insights which have all greatly improved the manuscript prior to submission for peer review. Faculty Opinions recommended References 1. Chapman R: Empire of normality: neurodiversity and capitalism. Pluto Press, London, United Kingdom, 2023. Publisher Full Text 2. Goldberg H: Unraveling neurodiversity: insights from neuroscientific perspectives. Encyclopedia. 2023; 3 (3): 972–980. Publisher Full Text 3. Neurodivergent. (Accessed 26 th June 2024). Reference Source 4. Neurodevelopmental conditions. (Accessed 26 th June 2024). Reference Source 5. Wu M, Joubran E, Kumar D, et al. : Variations in anxiety and related psychiatric comorbidity levels among youths with individual diagnoses of Autism Spectrum Disorder or Attention Deficit Hyperactivity Disorder and those with both diagnoses. Cureus. 2023; 15 (7): e41759. PubMed Abstract | Publisher Full Text | Free Full Text 6. Underwood JFG, DelPozo-Banos M, Frizzati A, et al. : Neurological and psychiatric disorders among autistic adults: a population healthcare record study. Psychol Med. 2022; 53 (12): 5663–5673. 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OSF. 2024. http://www.doi.org/10.17605/OSF.IO/KYNDZ Comments on this article Comments (0) Version 1 VERSION 1 PUBLISHED 19 Feb 2025 ADD YOUR COMMENT Comment Author details Author details 1 Adult Continuing Education, University College Cork, Cork, County Cork, Ireland 2 Office of Mental Health Engagement and Recovery, Health Service Executive, County Dublin, County Dublin, Ireland 3 Dorset Mental Health Forum, NHS Dorset STP, Dorchester, England, UK 4 Implementing Recovery through Organisational Change, Nottingham, Nottinghamshire, UK 5 Riverside House, Mental Health Alabare, Salisbury, Wiltshire, UK 6 The Missing Link, Reading, UK 7 Recovery College - Devon, Wokingham, Reading and Bracknell, Reading, UK Michael John Norton Roles: Conceptualization, Investigation, Methodology, Project Administration, Supervision, Writing – Original Draft Preparation, Writing – Review & Editing William Gallini-Poole Roles: Investigation, Writing – Original Draft Preparation, Writing – Review & Editing Lydia Little Roles: Investigation, Writing – Original Draft Preparation, Writing – Review & Editing Olga Zilberberg Roles: Conceptualization, Investigation, Writing – Original Draft Preparation, Writing – Review & Editing Competing interests No competing interests were disclosed. Grant information The author(s) declared that no grants were involved in supporting this work. Article Versions (1) version 1 Published: 19 Feb 2025, 8:34 https://doi.org/10.12688/hrbopenres.14074.1 Copyright © 2025 Norton MJ et al . This is an open access article distributed under the terms of the Creative Commons Attribution License , which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. Download Export To Sciwheel Bibtex EndNote ProCite Ref. Manager (RIS) Sente metrics VIEWS $counts.viewCount downloads Citations open_in_new 0 open_in_new 0 open_in_new SEE MORE DETAILS CITE how to cite this article Norton MJ, Gallini-Poole W, Little L and Zilberberg O. Exploring Neurodiversity within Recovery Education and Lived Experience Recovery Based Settings: A Scoping Review Protocol [version 1; peer review: 1 approved] . HRB Open Res 2025, 8 :34 ( https://doi.org/10.12688/hrbopenres.14074.1 ) NOTE: If applicable, it is important to ensure the information in square brackets after the title is included in all citations of this article. COPY CITATION DETAILS track receive updates on this article Track an article to receive email alerts on any updates to this article. TRACK THIS ARTICLE Share Open Peer Review Current Reviewer Status: ? Key to Reviewer Statuses VIEW HIDE Approved The paper is scientifically sound in its current form and only minor, if any, improvements are suggested Approved with reservations A number of small changes, sometimes more significant revisions are required to address specific details and improve the papers academic merit. Not approved Fundamental flaws in the paper seriously undermine the findings and conclusions Version 1 VERSION 1 PUBLISHED 19 Feb 2025 Views 0 Cite How to cite this report: Pearson A. Reviewer Report For: Exploring Neurodiversity within Recovery Education and Lived Experience Recovery Based Settings: A Scoping Review Protocol [version 1; peer review: 1 approved] . HRB Open Res 2025, 8 :34 ( https://doi.org/10.21956/hrbopenres.15458.r46986 ) The direct URL for this report is: https://hrbopenresearch.org/articles/8-34/v1#referee-response-46986 NOTE: it is important to ensure the information in square brackets after the title is included in this citation. Close Copy Citation Details Reviewer Report 26 May 2025 Amy Pearson , Durham University, Durham, UK Approved VIEWS 0 https://doi.org/10.21956/hrbopenres.15458.r46986 This proposed scoping review focusses on understanding whether Recovery Colleges are equipped to meet the needs of neurodivergent people, and whether neurodivergent people are being involved in co-production of education and service delivery. The protocol is clearly outlined, the rationale ... Continue reading READ ALL This proposed scoping review focusses on understanding whether Recovery Colleges are equipped to meet the needs of neurodivergent people, and whether neurodivergent people are being involved in co-production of education and service delivery. The protocol is clearly outlined, the rationale solid, and I only have a few minor comments to make at this time. Spelling mistake in intro ‘s’ on other. You may want to cite the Botha et al. 2024 paper on who coined the term neurodiversity. I don’t think we can say whether NT brains don’t differ from each other, this is just an assumption we make based on average data. I personally hate the term ‘neurodivergent conditions’ because its just a nicer way of saying ‘developmental disorders’, and is not really aligned with the aims of the ND movement. You may not want to change this, which is fine, but its worth thinking about it carefully. A capital letter needs at the start of the sentence beginning ‘personal recovery’ in the paragraph on Recovery Colleges. Is the rationale for, and objectives of, the study clearly described? Yes Is the study design appropriate for the research question? Yes Are sufficient details of the methods provided to allow replication by others? Yes Are the datasets clearly presented in a useable and accessible format? Not applicable References 1. Botha et al. 2024. Competing Interests: No competing interests were disclosed. Reviewer Expertise: Neurodiversity, Autism. I confirm that I have read this submission and believe that I have an appropriate level of expertise to confirm that it is of an acceptable scientific standard. Close READ LESS CITE CITE HOW TO CITE THIS REPORT Pearson A. Reviewer Report For: Exploring Neurodiversity within Recovery Education and Lived Experience Recovery Based Settings: A Scoping Review Protocol [version 1; peer review: 1 approved] . HRB Open Res 2025, 8 :34 ( https://doi.org/10.21956/hrbopenres.15458.r46986 ) The direct URL for this report is: https://hrbopenresearch.org/articles/8-34/v1#referee-response-46986 NOTE: it is important to ensure the information in square brackets after the title is included in all citations of this article. COPY CITATION DETAILS Report a concern Respond or Comment COMMENT ON THIS REPORT Comments on this article Comments (0) Version 1 VERSION 1 PUBLISHED 19 Feb 2025 ADD YOUR COMMENT Comment keyboard_arrow_left keyboard_arrow_right Open Peer Review Reviewer Status info_outline Alongside their report, reviewers assign a status to the article: Approved The paper is scientifically sound in its current form and only minor, if any, improvements are suggested Approved with reservations A number of small changes, sometimes more significant revisions are required to address specific details and improve the papers academic merit. Not approved Fundamental flaws in the paper seriously undermine the findings and conclusions Reviewer Reports Invited Reviewers 1 Version 1 19 Feb 25 read Amy Pearson , Durham University, Durham, UK Comments on this article All Comments (0) Add a comment Sign up for content alerts Sign Up You are now signed up to receive this alert keyboard_arrow_left Back to all reports Reviewer Report 0 Views copyright © 2025 Pearson A. This is an open access peer review report distributed under the terms of the Creative Commons Attribution License , which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. 26 May 2025 | for Version 1 Amy Pearson , Durham University, Durham, UK 0 Views copyright © 2025 Pearson A. This is an open access peer review report distributed under the terms of the Creative Commons Attribution License , which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. format_quote Cite this report speaker_notes Responses (0) Approved info_outline Alongside their report, reviewers assign a status to the article: Approved The paper is scientifically sound in its current form and only minor, if any, improvements are suggested Approved with reservations A number of small changes, sometimes more significant revisions are required to address specific details and improve the papers academic merit. Not approved Fundamental flaws in the paper seriously undermine the findings and conclusions This proposed scoping review focusses on understanding whether Recovery Colleges are equipped to meet the needs of neurodivergent people, and whether neurodivergent people are being involved in co-production of education and service delivery. The protocol is clearly outlined, the rationale solid, and I only have a few minor comments to make at this time. Spelling mistake in intro ‘s’ on other. You may want to cite the Botha et al. 2024 paper on who coined the term neurodiversity. I don’t think we can say whether NT brains don’t differ from each other, this is just an assumption we make based on average data. I personally hate the term ‘neurodivergent conditions’ because its just a nicer way of saying ‘developmental disorders’, and is not really aligned with the aims of the ND movement. You may not want to change this, which is fine, but its worth thinking about it carefully. A capital letter needs at the start of the sentence beginning ‘personal recovery’ in the paragraph on Recovery Colleges. Is the rationale for, and objectives of, the study clearly described? Yes Is the study design appropriate for the research question? Yes Are sufficient details of the methods provided to allow replication by others? Yes Are the datasets clearly presented in a useable and accessible format? Not applicable References 1. Botha et al. 2024. Competing Interests No competing interests were disclosed. Reviewer Expertise Neurodiversity, Autism. I confirm that I have read this submission and believe that I have an appropriate level of expertise to confirm that it is of an acceptable scientific standard. reply Respond to this report Responses (0) Pearson A. Peer Review Report For: Exploring Neurodiversity within Recovery Education and Lived Experience Recovery Based Settings: A Scoping Review Protocol [version 1; peer review: 1 approved] . HRB Open Res 2025, 8 :34 ( https://doi.org/10.21956/hrbopenres.15458.r46986) NOTE: it is important to ensure the information in square brackets after the title is included in this citation. The direct URL for this report is: https://hrbopenresearch.org/articles/8-34/v1#referee-response-46986 Alongside their report, reviewers assign a status to the article: Approved - the paper is scientifically sound in its current form and only minor, if any, improvements are suggested Approved with reservations - A number of small changes, sometimes more significant revisions are required to address specific details and improve the papers academic merit. 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