Abstract
This thesis explores the educational inclusion experiences of neurodivergent and disabled student paramedics enrolled in UK university pre-registration programmes. Despite increasing diversity in higher education, paramedic education remains shaped by normative assumptions and operational constraints that often marginalise neurodivergent and disabled students. Drawing on critical realism, the study conceptualises inclusion as an emergent phenomenon arising from the complex and dynamic interaction between individual characteristics and institutional structures.Using semi-structured interviews with 15 student paramedics from 13 universities, the research employs reflexive thematic analysis to foreground student voices. Key findings reveal that paramedic identity, centred on ambulance service culture, dominates students’ self-perception and influences their inclusion experiences. While some students embrace affirmative neurodivergent and disabled identities, others experience exclusion, stigma, and systemic barriers, particularly in relation to neurodivergence and mental health.
The study identifies significant discontinuities between university and ambulance placement settings, with inconsistent implementation of reasonable adjustments and limited student agency. Institutional practices often prioritise compliance over genuine inclusion, resulting in tokenistic support. The thesis proposes a transformative model of inclusive paramedic education grounded in compassionate pedagogy and heutagogy, advocating for co-created, individualised support, flexible learning pathways, and systemic reform.
This research contributes to the understanding of disability inclusion in healthcare education and offers actionable recommendations for educators, institutions, and policymakers to foster equity and belonging in paramedic training.
| Date of Award | 19 Dec 2025 |
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| Original language | English |
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| Supervisor | Joseph Burridge (Supervisor) & Annabel Tremlett (Supervisor) |