Neurodiversity in storybooks and preschool inclusion: Findings on peer attitudes

Children's books are powerful educational tools that play a significant role in shaping values, attitudes and social understanding from an early age. Storybooks that address neurodiversity help children recognise differences as natural and acceptable while supporting the development of empathy and social acceptance. This study aims to examine the effects of storybooks used in inclusive preschool settings on neurotypical children's attitudes toward their neurodivergent peers and on how these books represent neurodiversity. A mixed‐methods approach, combining qualitative (document analysis and teacher interview) and quantitative (pre‐test and post‐test) data collection methods, has been used. The study involved 10 neurotypical children, one neurodivergent child and one preschool teacher, who were selected through purposive sampling. Data collection tools include a storybook analysis form, attitude scales and a teacher interview form. Findings suggest that storybooks featuring neurodiversity may contribute to more positive attitudes among neurotypical preschoolers toward their peers with neurodivergent development. While these initial results are promising, further research with larger samples and longer follow‐ups is needed to confirm the effectiveness and generalisability of the findings. This study seeks to highlight the role of storybooks in promoting social development and fostering inclusive, neurodiversity‐aware learning environments.