Discouraging attitudes towards diverse learners dampens the classroom climate and influences the acceptability of diverse learners by their peers (Lorger, Schmidt, & Vukman, 2015).

Teachers who exhibit frustration with diverse learners or criticize their behavior serve as models for rejection by peers (Capodieci, Rivetti, & Cornoldi, 2019).

Unwillingness to assist and adapt to diverse learner needs discourages the social acceptance of diverse learners in learning communities (Allen, Omori, Burrell, Mabry, & Timmerman, 2013)

Personal biases and stereotypes (DeCuir-Gunby et al., 2010)

Low teacher efficacy (Brennan et al., 2019)

Failing to be hospitable, i.e, not recognizing that diverse students may not feel welcome in the current learning environment and changes to the learning environment are necessary to help them feel welcome (Shirazi, 2018)

Drawing boundaries by questioning belonging that displace transnational students in the role of strangers/guests (Shirazi, 2018)

Difficulties with prosocial behaviors (Cheang et al., 2019).

Difficulties recognizing emotions that leads to challenges with interpreting social situations and predicting behavioral consequences of their actions (Cavioni et al., 2017).

Challenges with conflict resolution (Cavioni et al., 2017).

Expressive language ability (Durkin & Conti-Ramsden, 2007; van der Wilt et al., 2019).

Poor theory of mind (Durkin & Conti-Ramsden, 2008; Cheang et al., 2019).

Peer stigmatization characterized by ignorance, prejudice, and discrimination (Ranson & Byrne, 2014).

Discrepancy between atypical social behaviors and typical physical appearance leads to negative perceptions because there is no clear visible explanation for the unusual behaviors (Campbell, 2006).

Negative attitudes (De Boer & Pijl, 2016)

Perception that the lack of complete independence and communication differences is an obligation to have more responsibility in the peer relationship (Kalymon et al., 2010). For example, peers may think they must take on more responsibility in maintaining communication in a relationship where a neurodiverse peer uses an assistive communication device.

Language spoken and/or understood (Wood et al., 2018)

Low academic achievement (Shin, 2016)

Curriculum and assessments presented or delivered in a single format makes content inaccessible to learners who struggle with that format and makes them appear inferior (Poed, 2016)

Failing to address the culture and social circumstances that shape learners’ interactions with their environment (Cole, 2008)

Stigmatization of differences in learning materials (Brennan et al., 2019)

Assessment instrument bias (Marbley et al., 2008) resulting in marginalized learners being perceived as less intelligent due to poor performance on biased assessments