Strengths and Challenges of Neurodivergent University Students

Research output: Contribution to conferenceAbstractpeer-review

Abstract

While society is becoming more aware of the value and implicit
benefits of neurodiversity, the tertiary education sector is not
yet well-equipped to support neurodivergent students. Poor
educational outcomes and wellbeing are evident among affected
populations including autistic students, students with attention
deficit hyperactivity disorder (ADHD) and students with other
learning differences such as dyslexia [1-3]. To better understand
the strengths and challenges among the broader neurodivergent
student community, data were collected via an online
questionnaire. Student respondents (18+ years old) were eligible
if they self-identified as neurodivergent or if they had received
a relevant clinical diagnosis, and had studied at an Australian
university within the last five years.

Study participants (N = 241) comprised 82% with relevant
diagnoses, and 18% who self-identified as neurodivergent
without a diagnosis. Their data show that neurodivergent
students participate in university study across a broad range of
disciplines. The majority of reported diagnoses were ADHD
(75.6%) and autism (47.2%), followed by auditory processing
disorder (11.2%), dyslexia (8.6%), sensory processing disorder
(8.2%) and dyscalculia (5.6%); a substantial proportion
of participants reporting co-occurring neurodivergent
presentations (e.g. 28.4% autistic/ADHD; 8.1% ADHD/auditory
processing disorder). Study data demonstrate extant knowledge
of poor mental wellbeing among neurodivergent populations,
as participants reported self-reported rates of anxiety and
depression of 90.4% and 75.6%, respectively.

While it is clear that all students have unique strengths and
challenges, irrespective of their diagnosis (or lack thereof),
neurodivergent students frequently reported challenges
associated with three core domains: executive function (e.g.,
organisation, time management, stress management), social
communication (e.g., asking for help, responding positively to
constructive criticism) and sensory processing (e.g., fluorescent
lighting). In contrast, creativity, problem solving skills, critical
thinking skills and ability to recall facts, ideas and concepts were
commonly perceived learning strengths. Positive educational
experiences were associated with the availability of specific
support programs, and when staff had a high level of literacy
related to neurodiversity. Negative educational experiences were
associated with being misunderstood, discriminated against, and
obstacles or barriers related to seeking support.

In this presentation, we will discuss how data from this study
can be used to inform new strategies to narrow disparities and
broaden positive experiences of neurodivergent university students.
Our ongoing work aims to build integrated and
innovative models that address structural, workforce and
student ways to implement neuro-affirming approaches in
higher education.

References
1. Senate Select Committee on Autism Report (2022)
Commonwealth Government of Australia
2. Under the Radar - ADHD Report on Community
Gaps and Priorities (2020) Sachi and Sachi Wellness for
ADHD Australia
3. Wissell, S et al. (2021) Adults with dyslexia, Aust. J.
Learn., 26:2
Original languageEnglish
Pages47
Number of pages1
Publication statusPublished - Sept 2023

Keywords

  • Neurodivergence
  • Higher education
  • Neuro-affirming approaches

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