Access to religious life and learning religious content: supporting the participation of autistic people and people with ADHD

This conceptual paper examines access to religious life and learning about religious content for autistic people and people with ADHD. It synthesises empirical studies, reviews, theoretical work and educational guidance selected through targeted thematic searches. From a neuroaffirmative perspective, it examines how sensory conditions, communication, attention, executive functioning and the organisation of learning relate to understanding religious content and expressing personal experiences. It distinguishes comprehension from personal meaning-making, and attendance from involvement and belonging. The double empathy problem and hermeneutical injustice inform its account of mutual understanding and unequal opportunities to shape shared explanations. The synthesis distinguishes findings from religious settings from proposed applications of other research and provides a rationale for developing adapted religious learning materials. Adaptation aims to support understanding and the expression of personal interpretations while respecting individual learning needs and decisions.