Neurodiversity at University

Introduction

Navigating a system that doesn’t align with your way of thinking and perceiving the world can be both challenging and overwhelming. Being neurodivergent means that your cognitive processes, including how you think, act, process information, and communicate, may differ from the so-called “norm.” These differences are present in conditions such as autism, ADHD, dyslexia, dyspraxia, dyscalculia, and Tourette’s syndrome.

Being neurodivergent doesn’t mean there’s anything wrong with how your brain works [1]. However, the way universities are structured can make student life difficult to manage. Campus spaces might be overly stimulating, social interactions can feel stressful and confusing, and the sheer volume of tasks expected of you can be challenging to schedule.

On the other hand, being neurodivergent can offer many strengths. For example, you may find it easier to work under pressure, possess greater analytical and observational skills, or excel in tasks requiring intense focus and attention to detail [2; 3]. Nonetheless, your university experience might differ from that of other students, and it can feel isolating if you don’t know others who share similar experiences.

While exact numbers are hard to determine, reports suggest that the number of neurodivergent students in the UK is significant and steadily rising [4; 5; 6]. You are NOT alone. This page was created specifically for neurodivergent students by a team of students, researchers, and professionals. We hope this toolkit offers valuable insights and support, helping you confidently navigate your university journey and find ways to thrive.

Let's Go

The Neurodivergent University Experience

Every neurodivergent student will experience university life uniquely. Below, we discuss a few challenges that research and lived experiences have shown are common among neurodivergent students:

  • There are many misconceptions surrounding neurodiversity, which can make being a neurodivergent student a stigmatising experience. The fear of being rejected, bullied, or shamed for being neurodiverse can be very stressful [10].

  • Transitioning to university and settling in can be more difficult when you are neurodivergent, given the significant environmental shift and increased uncertainty [11]. Often, moving to university means leaving behind the immediate support of family and friends, making self-advocacy challenging in a new context.

  • Long in-person lectures without breaks, text-heavy PowerPoints, online videos without captions or transcripts, single-format notes, and rigid student-staff communication are some of the most common accessibility issues you may face as a student. These practices are often designed with neurotypical students in mind, without accounting for diversity [10].

  • From an academic perspective, this might mean the absence of a dedicated team to support your needs as a neurodivergent student, such as providing tailored assessment arrangements and course materials [12]. Socially, it can mean not having friends and peers who understand your experiences, impacting your sense of belonging.

  • The social environment of university can be overwhelming, even for students who are generally comfortable interacting with strangers. As a neurodivergent student, you might feel anxious about talking to new people due to fears of saying the wrong thing, disclosing your identity, being asked an unexpected question, not understanding jokes or sarcasm, or coming across as awkward [13]. This can deter you from socialising and affect both the quality and quantity of interactions with peers [3; 10].

  • Neurodivergent students may experience friendships that are shorter in duration and less satisfying [14]. This could be due to others not understanding or accommodating your individual needs.

  • With the various stressors you face, you might find that negative mental chatter increases and becomes harder to ignore [15]. This internal voice might criticise you for not being “normal” or not fitting in, which can stem from constantly feeling out of place.

  • Masking: Many neurodivergent students feel compelled to mask their behaviours, thoughts, and feelings to appear neurotypical [2]. While this may help with fitting in, it often means not being true to yourself, which can be exhausting.

  • Given these challenges and others, neurodivergent students are more likely to experience lower levels of belonging, life satisfaction, and happiness, along with higher levels of depression, anxiety, and loneliness [3; 16; 17; 18; 19; 20]. This can create a vicious cycle, further impacting your ability to cope with challenges.

Understandably, reading this might paint a gloomy picture of what university could be like for you. However, our next section offers suggestions for making this journey more fulfilling and rewarding.

What Can I Do?

Building a Plan of Action

Here are some ideas for actions that might help. Each step can overlap and build on others, but some parts may be more relevant to your situation. While you may have heard some of this advice before—and we understand that it can be frustrating to listen to the same things repeatedly—we suggest it because it has proven effective for many people in the past. Feel free to try something out and revisit or adjust as needed.

  • University can bring significant changes to your daily routines, so it’s important to mentally and physically prepare.

    Research your lecture locations and travel routes. Familiarising yourself with these aspects will help ease the transition.

    Remember, not everyone enjoys drinking and clubbing, and that’s perfectly okay! Many universities offer alternative Freshers’ events that cater to different interests.

    For a detailed guide, check out Neurodiversity Hubs’ Transition to University Resource for Students.

  • Start by considering what adjustments would make your university experience more accessible and enjoyable. Whether it's lecture recordings with subtitles, a timeline of social events, or extra time on assessments, identifying your needs is the first step in advocating for necessary adjustments. Research if your university offers specific support for neurodiverse students and reach out to them. Although it can be daunting, these systems are designed to help you thrive. Use the list of needs you've identified when discussing support options with university staff, such as tutors or professors you feel comfortable with. Don't hesitate to ask family, friends, or mentors for help in this process. It may take some trial and error, but the right support will make a significant difference.

  • Setting Specific, Measurable, Achievable, Relevant, and Time-bound (SMART) goals can simplify managing large, unclear tasks [21]. This approach is particularly useful for completing assignments, revising for exams, and even preparing for social events. Breaking down tasks into smaller, manageable steps can help you stay calm and focused. For guidance, refer to this resource: How to write SMART Goals from the University of London.

  • Connecting with a community that understands your experiences can be invaluable, especially when you feel isolated or lonely at university. Societies specifically for neurodivergent students can offer the support you need to understand yourself better, advocate for your needs, and build meaningful friendships. For guidance on the best societies to join, contact your university’s student union.

  • Knowing a few quick techniques to manage stress and anxiety in the moment can be very helpful, especially in overstimulating social situations or challenging group projects [21]. You can start with this guide from Autism Wales. Additionally, check out our pages on anxiety and low mood, and social anxiety.

  • Advocating for yourself can be challenging, but it’s an important skill to develop at university. It’s up to you to communicate your needs to your professors, friends, personal tutor, and accommodation manager. If someone does something that makes you feel discriminated against, it’s crucial to let them know.

    Your friends and family are there to support you, but taking the first step is essential. Start small and gradually build your confidence. Over time, you’ll feel more empowered and capable of advocating for yourself.

Special note on disclosure

Disclosing your neurodivergence is a personal choice that might bring up doubts or hesitation, especially in environments where students and staff may not be fully neurodiversity-positive [3]. However, sharing this information with your university can open doors to valuable resources and services that support your academic and personal growth. Beyond academics, disclosure can grant you access to employability initiatives specifically designed to help neurodiverse students prepare for the workforce. To learn more about the process and implications of disclosure, consider reading this article by Autism Friendly HEI: Disclosing Your Disability, Difference, or Condition at University.

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Neurodiversity at University - The Transition (Neurodiversity Podcast): Emily and Elizabeth discuss their transition to university as neurodiverse students. (Listen Time: 33 minutes)

Navigating Neurodiversity (University of Glasgow): Samantha writes about how awareness of her dyscalculia shaped her transition to university and what helped her succeed. (Read Time: 5 minutes)

Adapting to University Life with ADHD (Student Minds): Marion discusses how her ADHD behaviours initially went unnoticed and how she adapted to university life. (Watch Time: 8 minutes)

Rocking Dyslexia (University of Aberdeen): Jessica, an alumnus, reflects on her experiences studying with dyslexia from school through to university. (Read Time: 5 minutes)

Meeting People at University (University of Portsmouth): A collection of student experiences on making friends at university as an autistic student. (Read Time: 7 minutes)

Autism at University (University of Bristol): A student shares their journey of navigating university life as an autistic student. (Read Time: 5 minutes)

Top Tips for Autistic Students (Newcastle University): Ollie shares their top tips for navigating university as an autistic student. (Read Time: 3 minutes)

Share Your Story: Help fellow students learn from your experiences and feel less alone. Contribute to Student Minds, the UK’s leading student mental health charity, and ensure your voice reaches those who need it most.

What Other Support Is Available?

General

  • The Universities and Colleges Admissions Service (UCAS) has developed a dedicated webpage to support prospective university students through the application process. This resource provides information on how to disclose your needs on your application form and outlines the financial support that may be available to you.

  • The Olga Tennison Autism Research Centre (OTARC) at La Trobe University (Australia) has compiled a 22-page guide to navigating the transition to university. The resource was co-produced with neurodiverse students and includes a helpful glossary of key terms.

  • Student Minds was founded by our principal investigator, Dr Nicola Byrom, and is the UK's largest student mental health charity. It has regular blogs, resources, and advice posted by university students for university students.

Condition-Specific

Explore related topics:

Disability
Social Anxiety

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Check Out Our Sources:

  1. Najeeb, P., & Quadt, L. (Forthcoming). Autistic well-being: A scoping review of scientific studies from a neurodiversity-affirmative perspective. Neurodiversity.  (Online) Available from: https://doi.org/10.1177/27546330241233088 (Accessed 27/08/24)

  2. Godfrey-Harris, M., & Shaw, S. (2023). The experiences of medical students with ADHD: A phenomenological study. PLOS ONE, 18(8), e0290513. https://doi.org/10.1371/journal.pone.0290513 

  3. Van Hees, V., Moyson, T., & Roeyers, H. (2014). Higher education experiences of students with autism spectrum disorder: Challenges, benefits and support needs. Journal of Autism and Developmental Disorders, 45(6), 1673–1688. https://doi.org/10.1007/s10803-014-2324-2 

  4. Farrant, F. et al. (2024) Celebrating neurodiversity in higher education, BPS. Available at: https://www.bps.org.uk/psychologist/celebrating-neurodiversity-higher-education (Accessed: 27 August 2024). 

  5. Karalyte, C. (2024) Studying at university with different types of neurodiversity, Student Beans Blog. Available at: https://www.studentbeans.com/blog/uk/studying-at-university-with-different-types-of-neurodiversity/ (Accessed: 27 August 2024).  

  6. Unite Students. (2023). An asset, not a problem: Meeting the needs of neurodivergent students. https://www.unitegroup.com/wp-content/uploads/2023/03/Neurodivergent-students_report_Unite-Students.pdf 

  7. NHS England. (2023). Guide to practice-based learning (PBL) for neurodivergent students. https://www.hee.nhs.uk/sites/default/files/documents/Guide%20to%20Practice-Based%20Learning%20%28PBL%29%20for%20Neurodivergent%20Students.pdf 

  8. BPS. (2024). Neurodiversity at work. https://www.bps.org.uk/psychologist/neurodiversity-work 

  9. Doyle, N. (2020). Neurodiversity at work: a biopsychosocial model and the impact on working adults. British Medical Bulletin, 135(1), 108–125. https://doi.org/10.1093/bmb/ldaa021 

  10. Pesonen, H., Nieminen, J., Vincent, J., Waltz, M., Lahdelma, M., Syurina, E., & Fabri, M. (2020). A socio-political approach to autistic students’ sense of belonging in higher education. Teaching in Higher Education, 28(4), 1–19. https://doi.org/10.1080/13562517.2020.1852205 

  11. Cage, E., De Andres, M., & Mahoney, P. (2020). Understanding the factors that affect university completion for autistic people. Research in Autism Spectrum Disorders, 72, e101519. https://doi.org/10.1016/j.rasd.2020.101519 

  12. Autism&Uni. (2016). - The Autism&Uni Project.  https://www.autism-uni.org 

  13. Lambe, S., Russell, A., Butler, C., Fletcher, S., Ashwin, C., & Brosnan, M. (2018). Autism and the transition to university from the student perspective. Autism, 23(6), 1531–1541. https://doi.org/10.1177/1362361318803935 

  14. McKenney, E., Richards, J., Day, T., Brunwasser, S., Cucchiara, C., Kofner, B., McDonald, R., Gillespie-Lynch, K., Lamm, J., Kang, E., Lerner, M., & Gotham, K. (2024). Satisfaction with social connectedness is associated with depression and anxiety symptoms in neurodiverse first-semester college students. Autism. https://doi.org/10.1177/13623613231216879 

  15. Cameron, H. (2016). Beyond cognitive deficit: the everyday lived experience of dyslexic students at university. Disability & Society, 31(2), 1–18. https://doi.org/10.1080/09687599.2016.1152951 

  16. Capp, S., Mason, D., Colvert, E., Agnew-Blais, J., & Happé, F. (2022). COVID-19 and perceived changes to quality of life, anxiety, depression, and loneliness in autistic and other neurodivergent U.K. Adults. Autism in Adulthood, 4(3). https://doi.org/10.1089/aut.2021.0078 

  17. Jobe, L., & Williams White, S. (2007). Loneliness, social relationships, and a broader autism phenotype in college students. Personality and Individual Differences, 42(8), 1479–1489. https://doi.org/10.1016/j.paid.2006.10.021 

  18. Laslo-Roth, R., Bareket-Bojmel, L., & Margalit, M. (2020). Loneliness experience during distance learning among college students with ADHD: the mediating role of perceived support and hope. European Journal of Special Needs Education, 37(2), 1–15. https://doi.org/10.1080/08856257.2020.1862339 

  19. Müller, V., Mellor, D., & Piko, B. (2023). How to procrastinate productively with ADHD: A study of smartphone use, depression, and other academic variables among university students with ADHD symptoms. Journal of Attention Disorders, 27(9), https://doi.org/10.1177/10870547231171724 

  20. Reed, P., Giles, A., Gavin, M., Carter, N., & Osborne, L. (2016). Loneliness and social anxiety mediate the relationship between autism quotient and quality of life in university students. Journal of Developmental and Physical Disabilities, 28(5), 723–733. https://doi.org/10.1007/s10882-016-9504-2 

  21. Hillier, A., Goldstein, J., Murphy, D., Trietsch, R., Keeves, J., Mendes, E., & Queenan, A. (2017). Supporting university students with autism spectrum disorder. Autism, 22(1), 20–28. https://doi.org/10.1177/1362361317699584