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Supporting neurodivergent students in higher education goes beyond mere accommodation; it involves creating inclusive environments that foster a sense of belonging. The complex nature of neurodiversity diagnoses, especially for young people, has implications for identity and belonging. This blog explores the challenges and highlights strategies for universities to support the sense of belonging among neurodivergent students.
Understanding the positive and negative effects of neurodiversity diagnoses is crucial. While autism diagnosis can provide relief and understanding, it can also bring a sense of loss as a lifelong condition. Recognizing the complexity of these experiences is essential to effectively support neurodivergent students.
Embracing a New Identity
Diagnosis can open doors to new identities and communities of individuals with shared experiences. Autism communities, in particular, often provide strong support networks, fostering feelings of pride and shared understanding. Exploring and embracing this new identity can contribute to a sense of belonging for neurodivergent students.
Combatting Stigma
The decision to disclose a neurodiversity diagnosis is influenced by the perceived level of stigma. Universities have a crucial role in creating environments with low stigma, encouraging students to disclose their diagnosis to peers and staff. By actively combatting stigma, universities can support a more inclusive and accepting atmosphere.
Building Inclusive Environments
Creating an inclusive university environment is key to ensuring that neurodivergent students benefit from their diagnoses. This involves establishing spaces where students can connect with others who share their diagnosis, facilitating peer support and a sense of community. Additionally, providing resources such as specialist support staff and paid apps, etc. can significantly enhance students’ experiences and make the difference between feeling marginalised or feeling a sense of belonging.
The Power of Belonging:
By actively supporting the sense of belonging among neurodivergent students, universities lay the foundations for genuine inclusion. Belonging fosters self-confidence, engagement, and overall well-being, enabling students to thrive academically and socially.
Conclusion
Supporting neurodivergent students requires a comprehensive approach that acknowledges the complexities of their diagnoses. By embracing neurodiversity, combating stigma, and creating inclusive environments, universities can cultivate a sense of belonging and provide the foundation for genuine inclusion.
References
Link, B. G., & Phelan, J. C. (2001). Conceptualizing Stigma. Annual Review of Sociology, 27(1), 363–385. https://doi.org/10.1146/annurev.soc.27.1.363
Nevard, D., & Cooper, N. (2016). Fostering a sense of belonging at university for widening participation students: A literature review and narrative analysis of student stories. University of East Anglia.
O’Connor, C., Burke, J., & Rooney, B. (2020). Diagnostic Disclosure and Social Marginalisation of Adults with ASD: Is There a Relationship and What Mediates It? Journal of Autism and Developmental Disorders, 50(9), 3367–3379. https://doi.org/10.1007/s10803-019-04239-y
O’Connor, C., Kadianaki, I., Maunder, K., & McNicholas, F. (2018). How does psychiatric diagnosis affect young people’s self-concept and social identity? A systematic review and synthesis of the qualitative literature. Social Science & Medicine, 212, 94–119. https://doi.org/10.1016/j.socscimed.2018.07.011
Learning Engagement 