School sustainability and inclusion of neurodivergent children

Abstract

This study examines the relationship between school sustainability and the inclusion of neurodivergent children, seeking to understand how socio-environmental practices can foster more equitable educational environments. The aim was to synthesize evidence on school gardens, recycling projects, and renewable energy initiatives as strategies that, in addition to promoting environmental awareness, may enhance engagement, participation, and self-regulation among students with different neurocognitive profiles. The theoretical framework articulates perspectives from sustainable education, neurodiversity, and Universal Design for Learning (UDL). Methodologically, an integrative literature review was conducted across national and international academic databases, using systematic selection and analysis criteria. The findings suggest that school sustainability practices may contribute to socio-emotional development and to the reduction of participation barriers, although the available evidence remains heterogeneous. It is concluded that the integration between sustainability and inclusion is a promising approach, whose effectiveness depends on specific teacher training, intentional pedagogical planning, and supportive institutional policies.