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Abstract Informal STEM settings offer valuable opportunities for students, including neurodiverse students, to engage and participate in STEM activities. However, there is a limited information on how to best engage and include neurodiverse students in informal STEM programming. This systematic review aimed to identify the programmatic elements that facilitated the inclusion of K-12 neurodiverse STEM learners in informal STEM programs. In this systematic review, an academic and grey literature search was conducted, where the search resulted in 2632 records and 18 records were included in the systematic review. Records that met inclusion criteria were independently reviewed and assessed for quality by two reviewers using the Mixed Methods Appraisal Tool (MMAT) or a project-based MMAT. This paper describes how informal STEM programs were designed and implemented to foster the participation of neurodiverse K-12 STEM learners. A qualitative synthesis approach was used to identify the programmatic elements that fostered neurodiverse learner participation. Most of the informal STEM programming for neurodiverse youth occurred in after-school settings and with students with autism. Programmatic elements that facilitated the participation of this population in informal STEM were grouped into three categories: (1) environment/learning structure, (2) learning supports, and (3) instructional strategies and tools. Future informal STEM programming and research should expand to include the neurodiverse population in already established informal STEM programs. 

Informal learning settings are valuable environments for students to learn beyond the classroom. This article describes the preliminary findings from a systematic review that explored programmatic elements associated with science, technology, engineering, and mathematics (STEM) learning, knowledge, identity, and self-efficacy for neurodiverse youth in informal STEM learning environments. 

Informal learning settings are valuable environments for students to learn beyond the classroom. This article describes the preliminary findings from a systematic review that explored programmatic elements associated with science, technology, engineering, and mathematics (STEM) learning, knowledge, identity, and self-efficacy for neurodiverse youth in informal STEM learning environments. 

Abstract Background Informal learning experiences in science, technology, engineering, and math (STEM) can enhance STEM learning that occurs in formal educational settings and curricula as well as generate enthusiasm for considering STEM careers. The aim of this systematic review is to focus on the experiences of neurodiverse students in informal STEM learning. Neurodiversity is a subgroup of neurodevelopmental conditions, such as autism, attention deficit disorder, dyslexia, dyspraxia, and other neurological conditions. The neurodiversity movement regards these conditions as natural forms of human variation, as opposed to dysfunction, and recognizes that neurodiverse individuals possess many strengths relevant to STEM fields. Methods The authors will systematically search electronic databases for relevant research and evaluation articles addressing informal STEM learning for K-12 children and youth with neurodiverse conditions. Seven databases and content-relevant websites (e.g., informalscience.org) will be searched using a predetermined search strategy and retrieved articles will be screened by two members of the research team. Data synthesis will include meta-synthesis techniques, depending on the designs of the studies. Discussion The synthesis of the findings resulting from various research and evaluation designs, across the K-12 age span, and across various informal STEM learning contexts, will lead to depth and breadth of understanding of ways to improve informal STEM learning programs for neurodiverse children and youth. The identification of informal STEM learning program components and contexts shown to yield positive results will provide specific recommendations for improving inclusiveness, accessibility, and STEM learning for neurodiverse children and youth. Trial registration The current study has been registered in PROSPERO. Registration number: CRD42021278618.