Neurodiversity in Music Education: A Literature Review of Research on Autistic, ADHD, and Other Neurodivergent Learners

Abstract

This study presents an integrative review of literature on the participation and lived experiences of neurodivergent students, including autistic learners, students with ADHD, and others with diverse neurological profiles, in secondary school music education. Its aim is to synthesize current research to identify recurring patterns, barriers, and inclusive practices that promote meaningful engagement, while assessing how far neurodiversity-affirming perspectives are incorporated into scholarship. The review employs a literature-based methodology suited to emerging multidisciplinary fields. Searches in Web of Science, ERIC, and Google Scholar used broad keyword combinations related to autism, ADHD, neurodiversity, and inclusive music education. Empirical studies, conceptual papers, dissertations, and case studies were included and analyzed through thematic coding. Four central themes emerged. First, sensory, social, and environmental characteristics of music classrooms and ensemble settings strongly shape students’ well-being and participation. Second, sustained engagement depends on structure, predictability, flexibility, and opportunities for autonomy. Third, teachers often report limited preparation for working with neurodivergent learners, resulting in inconsistent instructional practices. Fourth, the literature identifies inclusive strategies aligned with neurodiversity principles, such as sensory-aware adjustments, multimodal communication, flexible instruction, and relational support, that show consistently positive effects. Overall, the findings suggest that effective support for neurodivergent students relies less on specialized interventions than on the intentional design of learning environments and responsive pedagogical approaches. A neurodiversity-affirming perspective invites educators to recognize neurological differences as natural variations, foreground students’ strengths, remove unnecessary barriers, and offer multiple avenues for expression and agency. As school music programs serve increasingly diverse learners, these insights can guide the development of more equitable and genuinely accessible music-learning environments.