FI teachers struggle to meaningfully and authentically include ND learners, and their efforts are often met with dated understanding and monolingual bias (Genesee, 2007); however, a second language, or L2, environment is very rarely the antecedent for a behavioural or academic concern (Paradis et al., 2021; Muhling & Mady, 2017; Cummins, 2014; Wise 2011; Genesee & Jared, 2008). Discontinuing the program for this reason is somewhat unique to FI; many Culturally and Linguistically Diverse (CLD) learners who immersively learn English as an additional language also happen to be neurodivergent and are not expected to leave the program to mitigate systemic challenges.

A recent study by Poliquin and Moussa (2025) posited that meaningful inclusion extends beyond presence in a space; to be considered ‘occupationally present’ necessitates engaged and authentic participation. These researchers identified three findings: 

1) belonging is interconnected with occupational functions and is experienced through physical, relational, and emotional invitation; 

2) many barriers to engagement, social communication, and belonging remain invisible; and 

3) the language immersion context has a 'levelling effect' that destabilizes traditional hierarchies of competence; suggesting it could be a more appropriate one for ND learners.

Job Demands-Resources Theory (J D-R) was coined in 2001 by Demerouti et al. and it suggests employee engagement and motivation is a function of the balance between Demands and Resources. Despite international, federal, and provincial legislation (see Ethical Paradigms section for details), not all educators favour inclusive schools (Linder, 2023). Increasing the efficacy of knowledge mobilization where such dated ideologies reign will hopefully create improved equity for vulnerable learners and create more balanced JD-R among teachers (Groothuijsen et al., 2020; Chen, 2015).