Interventions supporting neurodivergent students in professional placements: A scoping review of barriers, facilitators, and student outcomes

Aim/objective To map the existing evidence on interventions, accommodations, barriers, and facilitation models designed to support neurodivergent students during Professional Experience Placement (PEP). Information sources APA PsycINFO, CINAHL Complete, Education Source, ERIC, MEDLINE Complete, Scopus, and Web of Science Core Collection. Background Neurodivergent students encounter distinct challenges during PEP, a core requirement for nursing registration. Despite this, tailored and inclusive supports remain inconsistent, fragmented, or absent, limiting the capacity of neurodivergent students to engage equitably in clinical learning environments. Design A scoping review. Methods A scoping review was conducted following the JBI Manual for Evidence Synthesis and reported using the PRISMA-ScR checklist. Findings were presented through narrative synthesis, supported by descriptive statistics and content analysis. Results Twenty-one sources of evidence were included, most of which were qualitative ( n = 13) and predominantly conducted in the U.K. ( n = 15), with additional studies from Australia ( n = 2) and the United States (n = 2). Nursing was the most represented discipline ( n = 9). Common interventions focused on disclosure support (n = 13) and peer mentorship ( n = 10). Key barriers included stigma and negative attitudes from clinical staff (n = 13), alongside fear of academic or professional consequences following disclosure (n = 9). Effective facilitation most often involved supportive mentor or peer relationships ( n = 8), neurodiversity focused staff education (n = 8), and clear processes to guide disclosure (n = 8). Conclusion Supporting neurodivergent students during PEP requires more than standard accommodations; it demands cultural and systemic change. Priorities include reducing attitudinal barriers, strengthening personalised support, and fostering meaningful mentoring relationships. Future research should evaluate structured mentorship and staff training across diverse disciplines.