Abstract
Introduction/Background
Engaging with neurodivergent (ND) students in higher education (HE) provides an opportunity to co-design and implement educational approaches and practices that are strengths-based, heutagogical and enhance experiences and outcomes (Friedman, et al 2023). Harnessing the student-voice through participatory research has the potential to enhance ND flourishing in HE. (Pellicano & Heyworth, 2023).
Methods
ND students completed an online questionnaire (n=241) or participated in an interview (n=6). Students (18+ years old) were eligible to participate if they were formally or informally identified as neurodivergent and had studied at an Australian university within the last 5 years. A mixed methods approach was used to analyse the data. Initial interpretations suggest that there is a fundamental issue with communication between students and staff that is a barrier to accessing support and student success. The next stage of the project is to conduct focus groups with ND students to better understand needs, enablers and barriers to positive educational experiences and outcomes.
Results/Evaluation
The project is in-progress with preliminary data collected reporting a range of relevant and valuable insights. Notably, 51% of the students who responded are engaged in health and medical degrees (medicine, clinical sciences, biomedical sciences and counselling and psychology). Those who responded indicated that there are a range of processes and practices that enable and exacerbate their experiences and outcomes throughout their studies. Some of the respondents stated that:
“It is hard to self-advocate at the best of times and when things get hard it becomes harder to self-advocate.”
“... I don’t think there is a good perception or knowledge about ADHD out there.”
Discussion
Many ND students are engaged in health and medical degrees. Increased representation and diversification are needed to address disparities and inequities and bring diverse perspectives and approaches to care and research. Through participatory research we can build, implement and evaluate ways that support ND students’ success, wellbeing and improved educational outcomes
Engaging with neurodivergent (ND) students in higher education (HE) provides an opportunity to co-design and implement educational approaches and practices that are strengths-based, heutagogical and enhance experiences and outcomes (Friedman, et al 2023). Harnessing the student-voice through participatory research has the potential to enhance ND flourishing in HE. (Pellicano & Heyworth, 2023).
Methods
ND students completed an online questionnaire (n=241) or participated in an interview (n=6). Students (18+ years old) were eligible to participate if they were formally or informally identified as neurodivergent and had studied at an Australian university within the last 5 years. A mixed methods approach was used to analyse the data. Initial interpretations suggest that there is a fundamental issue with communication between students and staff that is a barrier to accessing support and student success. The next stage of the project is to conduct focus groups with ND students to better understand needs, enablers and barriers to positive educational experiences and outcomes.
Results/Evaluation
The project is in-progress with preliminary data collected reporting a range of relevant and valuable insights. Notably, 51% of the students who responded are engaged in health and medical degrees (medicine, clinical sciences, biomedical sciences and counselling and psychology). Those who responded indicated that there are a range of processes and practices that enable and exacerbate their experiences and outcomes throughout their studies. Some of the respondents stated that:
“It is hard to self-advocate at the best of times and when things get hard it becomes harder to self-advocate.”
“... I don’t think there is a good perception or knowledge about ADHD out there.”
Discussion
Many ND students are engaged in health and medical degrees. Increased representation and diversification are needed to address disparities and inequities and bring diverse perspectives and approaches to care and research. Through participatory research we can build, implement and evaluate ways that support ND students’ success, wellbeing and improved educational outcomes
| Original language | English |
|---|---|
| Number of pages | 1 |
| Publication status | Published - 2024 |
| Event | Australian & New Zealand Association for Health Professional Educators 2024: Cultivating innovation - Adelaide Convention Centre, Adelaide, Australia Duration: 1 Jul 2024 → 4 Jul 2024 https://www.anzahpe.org/page-1075559 |
Conference
| Conference | Australian & New Zealand Association for Health Professional Educators 2024 |
|---|---|
| Abbreviated title | ANZAHPE 2024 |
| Country/Territory | Australia |
| City | Adelaide |
| Period | 1/07/24 → 4/07/24 |
| Internet address |
Keywords
- Higher education
- Neurodivergence
- Engagement