Towards the end of my project I have come across a study by Coyle et al (2025) on how to help neurodivergent students adapt to higher education. The study, from Queens University in Belfast, was run as a workshop, where both neurodivergent and neurotypical students participated in co-designing a support system for neurodivergent students commencing their courses.
A few symilarities with my findings striked me, and encourged me as confirmation, especially as my sample was very small and possibly skewed.
The first aspect was the effect of isolation and how this is combatted by belonging and social interaction. Not only the students expressed a strong need for interaction with other neurodivergent students and staff, they identified social integration as a key outcome of their university journey, possibly more important than the degree itself, as isolation has been holding them back, but social interaction would facilitate the development of their careers for years to come.
‘Establishing a sense of community . . . like make it so neurodiverse students can find other neurodiverse students’. (Neurodivergent Student) (Coyle at al, 2025)
‘I want more of the staff and lecturers outside of disability services to have a better understanding of neurodiversity’. (Neurodivergent Student) (Coyle at al, 2025)
Another similarity with my experience is the students reluctance to consider themselves disabled or at a disadvantage, and the suggestion to use the term “mentor” for both mentor and mentees. Drawing from my research into ADHD coping strategies, “Buddy” would also be a good term.
Something different from my project, that has given me food for thought, was the inclusion of neurotypical students in the workshop. One comment in particular struck me: neurotypical students saw the benefit of interacting with neurodiverse peers, because it was going to give them insight on their potencial future colleagues. This is not just because an understanding of diversity is required in the workplace, but it is particularly important in artistic or creative environments, where Neurodiversity is so prevalent.
‘To have a better understanding of how neurodiverse [sic] students think and how they act, because I know well in industry now, diversity is a huge thing. So, you need to know how to work with people who are neurodiverse and having an understanding would be good for employment’. (Neurotypical Student) (Coyle at al, 2025)
The study also identified a high rate of non completion linked to neurodivergence. This felt very personal. Whilst I am enjoying the subject and the process of discussing the subject with colleagues, even the research project, the whole experience has been an emotional rollercoaster. In the light of my diagnosis I can now rationalise why school has always felt overwhelming. It wasn’t until I experienced a different teaching environment at university in the UK (after traditionally academic education in Italy) that I finally felt at home. After that, returning to more academic challanges like an MA and the PgCert felt overwhelming again. They both dragged for much longer than necessary and affected me gravely.
It motivates me to put kindness at the forefront of my approach to students, and find ways in which to make their experience better, easier, because it isn’t always possible to take an objective approach to difficulties and it should never get to pitching one’s health agaist a qualification.
Source:
Coyle A, O’Hare L, Ramey D. Synapse: A co-designed neurodivergent peer support programme for higher education settings. available at https://pmc.ncbi.nlm.nih.gov/articles/PMC12159349 (accessed 20 July 2026)