Enhancing neurodivergent student wellbeing in co-operative education: A theoretical model and research agenda

Développer le bien-être des personnes neuro-atypiques en formation en alternance: proposition d'un modèle théorique et agenda de recherche

Antoine Pennaforte () and Anne-Marie Fannon ()
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Antoine Pennaforte: LIRSA - Laboratoire interdisciplinaire de recherche en sciences de l'action - CNAM - Conservatoire National des Arts et Métiers [CNAM], CNAM - Conservatoire National des Arts et Métiers [CNAM]
Anne-Marie Fannon: University of Waterloo [Waterloo]

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Abstract: This paper explores ways to support the wellbeing of neurodivergent individuals participating in co-operative education (co-op). The authors propose a theoretical model for supporting neurodivergent student wellbeing in co-op, based on the current understanding of wellbeing in WIL and interventions for neurodivergent individuals at work and in higher education. The paper also identifies methodological considerations in neurodiversity research within the WIL context. It then presents a research agenda identifying critical topics for future WIL research. The expected outcomes and implications for WIL practitioners, organizations, and the WIL community are discussed, highlighting the potential for broad adoption.

Keywords: Neurodivergent learners wellbeing co-operative education work-integrated learning organizational behaviors helpers mental health; Neurodivergent learners; wellbeing; co-operative education; work-integrated learning; organizational behaviors; helpers; mental health (search for similar items in EconPapers)
Date: 2025-03
Note: View the original document on HAL open archive server: https://hal.science/hal-04973436v1
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Published in International Journal of Work-Integrated Learning, 2025, 26 (1), pp.99-111

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Persistent link: https://EconPapers.repec.org/RePEc:hal:journl:hal-04973436

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