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Post published on Bluesky on 28 Jul 2025 10:42

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Bluesky Systematic review registry crd.york.ac.uk Extract quoted in the post External link integrated into the post Autism terms
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Registered: "pathways out of the classroom (classroom exit) for neurodivergent young people... including (negative) outcomes such as school nonattendance/absence, avoidance/refusal, truancy, suspension, exclusion, or managed moves & transfers..." www.crd.york.ac.uk/PROSPERO/vie... systematic review

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Systematic review registry

Laura Morton, Shabnam Anam, Emma Reardon, Matthew Hollocks, Francesca Happe (2025). A systematic review of pathways out of the classroom for neurodivergent young people.. CRD/PROSPERO. Social, Genetic and Developmental Psychiatry (SGDP) Centre, King's College London.

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Systematic review registry Fetched Post crd.york.ac.uk

Laura Morton, Shabnam Anam, Emma Reardon, Matthew Hollocks, Francesca Happe (2025). A systematic review of pathways out of the classroom for neurodivergent young people.. CRD/PROSPERO. Social, Genetic and Developmental Psychiatry (SGDP) Centre, King's College London.

Publication date
17 Jul 2025
Identifier
CRD420250643878
Authors
Laura Morton, Shabnam Anam, Emma Reardon, Matthew Hollocks, Francesca Happe
Source
CRD/PROSPERO
Reference type
systematic_review_registry
Publisher
Social, Genetic and Developmental Psychiatry (SGDP) Centre, King's College London
Metadata source
crd.york.ac.uk

Abstract

RQ1: What are the pathways out of the classroom for neurodivergent young people? RQ2: What factors are associated with classroom exit for neurodivergent young people? RQ3: How do these pathways and related factors differ for neurodivergent young people across different intersecting identities and characteristics?

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