“It Does Tend to Be a Sort of One-Size-Fits-All Approach”: Perceptions and Experiences of Staff Teaching Neurodivergent Students in Veterinary Clinical Learning Environments

Abstract

Clinical learning environments (CLEs) are integral in veterinary education, providing short placements of hands-on learning in clinical practices at veterinary schools or external practices. Staff must facilitate neurodivergent (ND) students’ reasonable adjustments, while balancing teaching and other competing interests, while university-designed support plans are based on the traditional academic environment. CLEs are usually commercial businesses where students are taught by academic and non-academic clinical staff, the latter often having limited educational training. Understanding CLE staff's attitudes, perceptions, and experiences is required to enable optimal student support. A questionnaire investigated these attributes at one UK veterinary school. Thirty-two staff responded; 12 undertook follow-up interviews. Mixed-method data analysis was performed. Most participants agreed ND students need extra support in CLEs; opinion differed about how and to what extent. Some participants expected ND students to become “more resilient” as they considered reasonable adjustments would not be available following graduation. Additional individual student information, including strategies and accommodations on other placements, was wanted. Staff attitudes to neurodiversity awareness training varied widely. Training barriers included insufficient time, staff workloads, negative attitudes, perceived challenges in implementing training, and lack of relevant training. Conversely, enabling factors included sufficient time, compulsory training, improving training accessibility and flexibility, opportunities to hear from ND individuals, highlighting benefits of training and improved support, and external training. Improving psychological safety in CLEs was identified as critical. Most participants advocated increasing awareness and visibility of neurodiversity, enhancing the clarity of support structures, and providing time to undertake meaningful, relevant neurodiversity training pertaining to CLEs.