Rewriting professional identity: a self-authorship perspective on neurodivergent learners in health professions education
This study explores how neurodivergent learners in health professions education develop and reshape their professional identity. Using a self-authorship perspective, the article examines how learners navigate professional expectations, identity and belonging, and highlights opportunities for educators and institutions to better support neurodivergent learners throughout their education. (Laura Gray, Juuso Henrik Nieminen, James Woodman, Sherryn Evans, Bryony A. McNeill, Phillip Dawson & Joanna Tai) (October 2026)