Recent shifts in national and international literature, policy and legislation reflect a move away from the historic deficit-based model of autism toward a rights-based, neurodiversity-informed perspective that recognises autism as a natural variation of human experience. The neurodiversity movement highlights the importance of including autistic voice in the development of practical neuro-affirming educational approaches. While there is growing recognition of the value of such practices in supporting the inclusion of autistic learners, there remains limited understanding of how they are implemented in everyday school settings. This initial phase of a doctoral research project aims to develop a comprehensive understanding of neuro-affirming practice and how it is enacted in schools. This paper outlines the proposed study design which includes a scoping review of existing literature, policy and official guidance followed by school community consultations, comprising of school leaders, teachers and support staff (additional needs assistants (ANAs)). Insights gathered will inform subsequent phases of the research project and have potential implications for educational policy and practice.