Project Description
This project has emerged from the work of a group of TEI (Theological Education Institution) tutors, who observed that current practices seem to favour the neurotypical. The project draws together those interested in this area of research, bringing greater attention to it in the academy and in the church and will share outcomes. We hope this will encourage good practice across TEIs and support the flourishing of all students through their formation, training and in their ongoing ministry.
This project will be relevant for all those preparing for ministry, (lay or ordained), or participating in further study at TEIs.
Training Workshop September 8th
Queen’s are hosting a training workshop to introduce the research findings, the guidelines and the tool on Tuesday September 8th 2026. If you would like to attend please contact: Rachel Middleton, neurodivergence@queens.ac.uk. Please note that places are limited.
Project and Research Outcomes
There are several different outcomes from the research and the project:
- Guidelines for good practice in TEIs and training institutions (Seeing the Hidden Things) published July 16th, 2026
- The Research Report published September 8th, 2026
- A card-based training tool for use in TEIs available from September 8th
- A series of 7 podcasts based on the research findings, with Ed Olsworth-Peter and Allison Fenton in conversation with the following guests:
- John Swinton (Chair in Divinity and Religious Studies, University of Aberdeen?)
- John Beachamp (Disability Advisor for the Diocese of London)
- Leon Van Omen (Senior Lecturer in Practical Theology, Co-Director of the Centre for Autism and Theology)
- Denzel Mitchell(Consultant psychiatrist with a specialism in the diagnosis and treatment of ADHD),
- Sarah Dunlop (Lecturer in Practical Theology and Director of Ministry Research, Ridley Hall Cambridge)
- Jack Driver-Székely (Tutor and lecturer in theology St Mellitus College)
- Zoe Hemming (Canon for Mission, Newcastle Cathedral).
Summary of Research Findings
Through interviews and focus groups involving ordinands, Licensed Lay Ministers, curates, pioneers and ordained ministers, the research examined how neurodivergence shapes formation, training, and ministry.
Six interrelated themes emerged from the data:
- Formation
Participants described formation as a complex process shaped by both strengths and challenges. Many reflected on the language, expectations, and assessment processes used within formation, particularly the Church of England’s national shared discernment framework. While some qualities aligned closely with participants’ experiences and gifts, others were experienced as difficult to interpret, demonstrate, or measure. Participants frequently emphasised that formation should recognise different patterns of growth and development.
- Identity
For many participants, neurodivergence formed an important part of their identity and vocation. Experiences of diagnosis, self-understanding, masking, and belonging were recurring themes. Participants often described a movement from viewing neurodivergence as a deficit towards recognising it as part of who they are and how God has called them to inhabit their ministry.
- Spirituality
Participants described a rich diversity of spiritual practices and experiences in personal devotion and corporate worship. Rather than identifying a single ‘neurodivergent spirituality’, they highlighted a range of ways of praying, worshipping, processing faith, and encountering God. The findings challenge assumptions that there is a single normative way of engaging spiritually.
- Academic Learning
Academic study emerged as one of the most significant aspects of participants’ experiences. Many described academic work as a source of anxiety, stress, and exhaustion, particularly when it dominated other aspects of formation. At the same time, participants identified practical adjustments, alternative assessments, and supportive teaching practices that enabled them to flourish.
- Environment
The physical and social environments of training were found to have a significant impact on participants’ experiences. Residentials, travel, placements, communal living, and unstructured social interaction can all create challenges. Participants highlighted the importance of space, predictability, sensory awareness, and supportive communities. Thet spoke of the value of advocacy and peer led community support.
- Institutional Culture
Participants described the influence of institutional expectations from the TEI and from the Church, power dynamics, transparency, and understanding. Many reflected on the vulnerability of pursuing vocation within systems that exercise significant influence over future ministry. They emphasised the importance of trust, communication, clear expectations, and a culture in which neurodivergent people feel valued and understood.
- Key Findings
Three findings emerged across all six themes:
- Neurodivergence affects the whole experience of formation and ministry, not simply academic learning.
- Neurodivergent people are not a homogeneous group; individual experiences and needs vary significantly.
- Small changes in understanding, communication, flexibility, and culture can have a significant impact on participation and wellbeing.
- Recommendations
As well as a full report (due to be published in September 2026) we have produced a separate document, Guidelines, which contains practical recommendations for theological education institutions, dioceses, training incumbents, and others involved in ministerial formation. The Guidelines include a proposed Learning Passport designed to support continuity of understanding and support across different stages of the training journey.
Together, these documents seek to contribute to a Church in which neurodivergent people are recognised, valued, and supported to flourish in their vocation and ministry.
What’s Next?
October – March 2027 Allison Fenton and Ed Olsworth Peter are available to offer training to TEIs in the use of the guidelines and the card-based tool. Please get in touch if you would like to arrange for them to visit your institution.
Queen’s has been awarded a generous grant form ECLAS, which will develop this research and has the following expected outcomes:
- Symposium on Neurodivergence and Inclusive Ministry
- Developing a Practical Resource for Churches
- Enhancing Theological Reflection Teaching
- New MA-Level Module in Neurodivergence, Intersectionality and Psychology for Ministry
Contact for further information
If you have any questions or would like further information, please contact either Allison or Ed for further details:
Definitions
The definitions that we are using for this project have been taken from Nick Walker’s book Neuroqueer Heresies.[1] This book is one of the key texts in the field which discusses the neurodiversity paradigm.
Neurodiversity
‘Neurodiversity is the variation among minds.’
‘Neurodiversity is not a trait an individual possesses or can possess. When an individual or group of individuals diverges from the dominant societal standards of ‘normal’ neurocognitive functioning they don’t have neurodiversity they’re neuro divergent (35)
‘In my view the neuro in neurodiversity is most usefully understood as referring not just to the brain but to the entire nervous system and by extension to the full complexity of human cognition and the central role of the nervous system plays in the embodied dance of consciousness.’ (55)
Neurotypical
‘When we say someone is neurotypical what we mean is that they live, act and experience the world in a way that consistently falls within the boundaries of neuronormativity that is within the boundaries of what prevailing culture imagines a person with a normal mind to be like. That’s quite different from saying that a person actually has a normal mind or normal brain.’ (58)
Neurodivergent
‘means having a mind that functions in ways which diverge significantly from the dominant societal standards of ‘normal’.’ (38)
Neurodivergence
‘Neurodivergence is a broadly inclusive term that means any significant divergence from dominant culture norms of neurocognitive functioning.’
‘Neuro divergence is divergence not from some ‘objective’ state of normality (which again doesn’t exist), but rather from whatever constructed image and performance of normality the prevailing culture seeks to impose.’ (59)
[1] Nick Walker, NeuroQueer Heresies (Autonomous Press, 2021)
