Research Synthesis of Effective Inclusion Practices for Neurodiverse K-12 Learners in Informal STEM Learning Contexts

Informal STEM settings offer unique opportunities to engage neurodiverse learners, including those with ADHD, autism, and dyslexia. To understand how these programs can be more accessible, we conducted a systematic review of academic research and grey literature on informal STEM programs for K–12 neurodiverse learners in the U.S.

We reviewed more than 2,000 records and identified 11 research articles and 7 grey literature sources that met inclusion criteria. Across these sources, we examined program elements that support inclusion, and the benefits learners gain from participation.

Key recommendations for designing accessible informal STEM programs include:

• Providing interactive, hands-on activities and allowing flexibility through student-led approaches.
• Using a strengths-based framework, offering mentoring, and providing accommodations as needed.
• Incorporating social learning opportunities and integrating technology when appropriate.

We also identified three main benefits for neurodiverse learners:

• Increased STEM content knowledge and skills such as scientific reasoning.
• Greater engagement, confidence, motivation, and independence through learner-driven activities.
• Enhanced STEM identity, with mentorship and inclusive environments helping learners see themselves as capable contributors to STEM fields.