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

Abstract 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.