Bridging the gap: co‐produced neurodiversity‐affirming resources for undiagnosed children aged 7–11: Insights from children, families and stakeholders

This qualitative study investigated the acceptability and suitability of neurodiversity-affirming psychoeducational resources for children aged 7–11 years without formal autism or attention deficit hyperactivity disorder (ADHD) diagnoses. Using a reflexive thematic analysis of semi-structured interviews with 24 families and written feedback from seven stakeholders, the research explored perceptions of repurposed resources. One overarching theme ‘Empowering Individualised Engagement’ and six themes were developed: (1) Active Participation, (2) Harnessing Words, (3) Personal Resonance, (4) Communication, (5) Tailoring for Growth and (6) Strategies for Challenges. These were driven by the resources' engaging, co-produced design, strengths-based language non-clinical terminology, and ability to foster personal resonance. The resources enabled children to develop a shared vocabulary for their needs and equipped families with practical strategies, which fostered a positive identity. This study concludes that non-clinical, strength-based resources can bridge service gaps for children on diagnostic waitlists or with suspected neurodivergent traits, offering a scalable inclusive model for supporting child well-being by prioritising empowerment over deficit-based approaches.