- WIP:
- References and bibliography
- find reliable figures about ND prevalence in the creative industry
The questionnaire I have asked students to fill in for me is aimed at neurodivergent students in Contour. I have sent this out to all students on the Contour course, leaving it open for students who are diagnosed or identifying as ND.
Students also had access to the information sheet to better understand how their contribution would be used, and how their personal information would be protected.
Multiple choice questions
I included some quantitative questions to appreciate the prevalence of certain ND conditions, and understanding if the participants arrived at university already aware, or their uni journey included the discovery.
The sample was very small as only 7 students participated.
The majority of the participants presented with ADHD, followed by Dyslexia and Autism. Two students presented more than one condition simultaneously.
The split between diagnosed and undiagnosed (before start) participants, including those who were partly diagnosed, is quite even, however the higher number of 43% undiagnosed indicates that students largely discover their neurodivergence after enrolment.
The UAL dashboard data says 26% of enrolled Contour students in the academic year 25/26 identified as disabled at enrolment; ND is not specifically addressed, but 10% of students have learning difficulties, and 11% have other or multiple imparments, which may include ND. Significantly though, the 26% and 10% figures are higher than UAL overall figures of 18% and 7%, and LCF figures of 16% and 6%, not proving but still supporting my theory of a higher concentration of ND students in Contour.
Maybe add outside figures
I attempted to get neurodivergent figures for Contour from the disability teams, but I have not had a timely responce. The team is overwhelmed with work and are often slow in responding – again a clue that we need to do more.
The fact that awareness of the condition(s) has been helpful for 100% of students is encouraging. I compare this to my personal experience of going through most of my education without knowing. I can recall instances that traumatised me, but overall I am happy with my achievements. I think accommodations may have removed the traumatic experiences, but I do not know if the results would have been the same: I feel I have become a very bad student as I give myself too many allowances: maybe I am still conditioned regarding what would qualify me as a good student.
Of all coping mechanisms I suggested, friends and family support has proven the most effective (5 out of 7), closely followed by physical activity and therapy (both 4/7). Informal education (i.e. influencers and educators content) has also proven popular.
The results were strengthened by further discussion later on in the project, where isolation or community integration has proven a decisive factor in determinimng a negative or positive experience with ones own condition.
Free text responses
I purposely kept most of my question as free text, as I wanted the experience of the students to be the real driver in my research, without prejudice from me.
The diagnosis, or awareness, has been helpful for all participants, because it has given them better understanding of their needs and access to accommodations.
All students have identified negative effects of ND on them, however the issues raised are all linked to the condition itself, or environmental. Thankfully there has been no example of direct dicrimination by others, however the indirect discrimination (like noise level, crouded spaces, clear instructions) needs to be addressed.
In terms of positive impact of ND, two main aspects have been identified: Creativity in problem solving, and extra focus in research and development when engaged.
Other aspects around preferential treatment were identified, but I feel that is a positive effect of the diagnosis and/or awareness.
Generally the participant have mixed feeling about their condition. They either feel neutral about it or see the positive and negatives aspects of it side by side. They are also mostly accepting of it.
I have however picked up on the fact that all participant seem to be coping well with their condition, and I wonder if struggling students have been put off from participating because they feel ashamed.
This is where I feel I can make the biggest difference, as the aim of the project is to empower ND students, whether it is to embrace it, to not feel less than, or to make the most of the help provided without shame or judgment.
Whilst most comments are complimentary and the participants feel comfortable with how the Contour team approaches ND, there were some practical suggestions on how to improve the support:
- Be more open to explain again
- Improve the wellness room
- Provide quiet spaces
- Advertise resources better
Action Points
To progress with the research, I shall move on to interviews with participants who are willing.
The main aspects to explore are:
Community – identifying how the support received by family and friends can be recreated on campus
Accommodations – identify what accommodations are helpful and needed, and if any additional measures can be implemented
Openness – foster an open and honest and supportive environment to enable students to come forward and obtain the help available or guide us to their requirements.