Neurodiversity in Higher Education: Reflections From Lived Experience

Abstract

Neurodivergent students are systematically disadvantaged in higher education. Many of the barriers that they face stem from the persistence of outdated narratives about disability and difference, and institutional refusal to listen to students when it comes to their own needs. In addition to all of the usual steep learning curves faced by students when they first enter university, many neurodivergent students need to learn how to be their own advocates for the first time: understanding their own access needs, what can help, and how to fight for support. We draw on our own experiences and those of students we have helped support, along with the research literature, to examine the realities of university life for neurodivergent students, and look at the factors in the way of personal and academic thriving. We argue that a neurodivergence-affirming, student-centred approach, coupled with semi-formalised peer support, has the potential to smooth the way.