Supporting neurodivergent students at iversity

Historically,the education system has struggled to deliver afulfilling, supportive learning experience for neurodivergent students. Those who are neurodivergent (around one in seven people in the UK, according to the Local Government Association) regularly reportdissatisfaction with student services, fare worse on exams and are less likely to graduate.

However,thanks to the incredible efforts of advocates, educators and others, we are seeing gradual progress. Today,more people than ever have heard the core message of the neurodiversitymovement: that differences are strengths. This is excellent news, but there are important steps to take. Here are five ways that universities can improve their offering for neurodivergent students.

Thetransitionto university is difficult for any student, but neurodivergent students may have atougher time. There are lots of unstructured changes to anew type of learning, classsize– sometimes to thesize of crowds– as well as awhole new set of facesand routines to manage Rather than dropping students in at the deep end, it’simportant to prepare them with information about the real experience of studying at university For neurodivergent students, this should involve special consideration for sensitivities or potential issues.

To go astep further,universities can offer insight days, when students can become acclimatised to the environment, or even extended stays before students start.

Ideally,universities should havea specificlearningdifficulty (SpLD)experton hand to address these sorts of questions. At theUniversity of Kent, forexample, the dedicated SpLDadvisorcan provide information to help smooth the transition as well as making adjustments,providing accesstosoftware,and offeringother formsofsupporttoneurodivergent students.

University of Kent’s SpLDapproach - https://bit.ly/3GJY0YE

City University of London’s neurodiversitytutors- https://bit.ly/3V4HFlS

University of Nottingham’s STEMM—CHANGE project - https://bit.ly/3F1wsNe

Neurodivergent students are, by definition, different. Educating staff and other students about neurodiversity ensures that no student will be unfairly discriminated against or reacted to negatively.The University of Nottingham, for example, has issued guidelines on neurodiversity to teachers and staff as part of its STEMM-CHANGE project. These offer advice for people running virtual sessions on how to make sure that neurodivergent students are included. Going further, universities could create aneurodiversity hub with alibrary of resources and advice on supporting neurodiverse students.

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Another element of the university experience that is markedly different secondaryschoolissocialisation.

Whereas secondaryschoolprovides structure, university is more of afree Since socialising is important for health and asense of belonging, tant that no student is left behind.

Neurodivergent students may choose socialising as ateachable skill anticipation of attending university Online or in-person social-emotional learning courses, which universities could provide, are ausefulway to develop skills and build confidence.

Once they arrive at university,students will have access to arange of clubs or “societies”, which are agreat way to make new friends –they already have at least one common interest. Universities should create astructure for neurodivergent students to contact the student organisers or SpLD advisor so they can make any needs known in advance.

Everystudent’sneeds are different. Some neurodivergent students may struggle with new,abstract ways of thinking, while others may find it difficult to plan and complete assignments in the way that some lecturers expect. Students of all kinds are entitled to supportsothat they can learnina way that equips them to excel.

Many universities offer supportin some form, such as exam adjustments or deadline extensions. Unfortunately,this information is often hard to access, and students must seek it out themselves. On top of the long list of other tasks facing new students, this can be daunting.