Neurodiversity refers to the natural variation in cognitive, sensory, emotional, behavioral, and communicative functioning among people. As a social movement, it advocates for the acceptance of diversity as the norm and strives for the emancipation of neurodivergent minorities within an inclusive society. As a research and practice framework, it represents a perspective that transcends the biomedical disorder paradigm and focuses on the experiences of neurodivergent minorities (Rosqvist et al., 2020). Learning About Neurodiversity at School (LEANS) (Alcorn et al., 2022) is the first educational resource designed to make neurodiversity a topic of discussion for pupils (aged 8–11) and their teachers at school. By psychoeducation on neurodiversity, LEANS aims to reduce stigma (Salinger, 2020). Developed in Scotland using participatory methods by a neurodiverse team (Zahir et al., 2023), a small-scale feasibility study showed positive results regarding children’s knowledge, attitudes, and intentions to act (Alcorn et al., 2024). LEANS is recently translated into Dutch. In this study, we build further on these findings, focusing on the following research questions: - How do Flemish teachers and pupils experience LEANS? - What impact does LEANS have on the knowledge, attitudes, and intentions to act regarding neurodiversity among Flemish teachers and pupils? During the schoolyear 2024-2025, 11 teachers in 6 Flemish schools implemented LEANS in their classrooms. The implementation was accompanied by a multiple-case study design using qualitative research methods. Teachers participated in semi-structured interviews before and after implementation. During implementation, coaching sessions were held with each teacher, combined with participatory observations in the classroom. Pupils acted as “co-researchers” by documenting meaningful moments of LEANS activities through photos. These photos were discussed with a selection of pupils during focus groups. A thematic analysis (Savin-Baden & Major, 2013) was performed on the triangulated data using NVivo15. Preliminary findings suggest that both teachers and pupils experienced positive effects of LEANS. Teachers reported feeling better equipped to initiate conversations about children’s needs and demonstrated increased awareness of neurodiversity. Pupils indicated a greater understanding of the importance of reasonable accommodations in the classroom. Early indications of transfer from the programme to classroom practice were observed. However, teachers and pupils mentioned that some materials were too long or too difficult for them. Recommendations will be formulated to adapt LEANS to the Flemish educational context. This study adopted a participatory approach. Neurodivergent minorities are respectfully represented, strengthening their agency in the classroom.

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