Students work individually and in small groups at tables and computer workstations in a bright campus learning commons with floor-to-ceiling windows.

Neurodivergent Students

Definitions

“Neurodiversity is a broad term encompassing all cognitive and behavioral variations. Therefore, everyone is part of the broad spectrum of neurodiversity. However, neurodiversity is often used interchangeable with other terms—such as neurodivergence and neuro-non-conforming—that signal divergence from the neurotypical (i.e., a culturally constructed idea of what constitutes typical cognition).” Supporting Neurodivergent Student Success

Neurodiversity comprises neurological variations related to learning, communication, sociability, attention, mood, and other brain functions. Help Neurodivergent Students Succeed in Your Classroom

These variations can include dyslexia, attention deficit hyperactivity disorder (ADHD), and autism spectrum disorder (ASD). Other, less common diagnoses include Dysgraphia, dyscalculia, Anxiety disorders, Depression, OCD, Tourette syndrome, Sensory Processing differences, Nonverbal Learning disorder (NVLD), Processing Speed differences, Traumatic Brain Injury, Chronic Health Conditions that affect cognition, and Twice-Exceptional profiles (giftedness combined with disability). Understanding and Supporting Neurodivergent College Students

While the term neurodiversity describes a population, the terms neurotypical and neurodivergent are usually used to describe individuals. A neurodiverse population is one in which members’ minds don’t all work alike; it contains neurotypical and neurodivergent individuals. Neurotypical students’ brains work in a way that is commonly expected by society. Neurodivergent students experience, learn about, and/or interact with the world differently than society typically expects. Supporting Neurodivergent Students Through Course Design

In this context, in 2024, the American College Health Association (ACHA) surveyed undergraduate college students as well as graduate and professional program students and found that the most commonly reported disabilities among undergraduate students were ADHD or ADD (17.2%), learning disabilities (5.7%), and autism spectrum disorder (4.9%). Among graduate and professional students, they were ADHD or ADD (15%), autism spectrum disorder (2.9%), and learning disabilities (2.5%). Students with Disabilities

Strengths and Challenges

It is impossible to generalize about all neurodivergent students because all have unique strengths and challenges. Nonetheless, it is possible to summarize the research about some the typical characteristics of the most common diagnostic groups.

On the one hand, “… research indicates that neurodivergent individuals are likely to demonstrate strengths in particular skills when compared to control groups.” Examples of these skills include strengths working with systems and machines and at identifying details in complex patterns (people with autism spectrum disorder), strong visual-spatial and three-dimensional thinking abilities and the ability to process low-definition, peripheral, or diffused visual information (people with dyslexia), and higher levels of novelty seeking and creativity (people with ADHA). Supporting Neurodivergent Student Success

In sum, the research suggests that neurodivergent students “… often possess highly valuable traits, including high energy levels, resilience, creativity, proficient memory skills, strong attention to detail, original and creative thought processes, and passionate, focused interests. The Neurodiversity Revolution

On the other hand, multiple sources list a series of challenges that are common to neurodivergent students.

  • Stigma, discrimination, and social rejection can lead neurodivergent students to experience, anxiety, shame, and self-blame and cause them to hide their struggles and feel reluctance to seek help.
  • Masking or camouflaging behaviors may be adopted by individuals in an attempt to conceal their disability; however, when these efforts fail, they can engender heightened stress levels, diminished mood, and reduced self-esteem, leading to physical and emotional exhaustion.
  • Social interactions may be challenging for some neurodivergent students due to their difficulty with perceiving, interpreting, and responding to social cues, including nonverbal communication (e.g., eye-contact, facial expressions) and understanding the implicit unspoken expectations and requirements involved in group work, partnered activities, collaborative projects, or class discussions (e.g., turn-taking and speaking succinctly).
  • Over stimulation and sensory overload due to environmental input (e.g., lights, scent, background noise, and temperature) can lead some neurodivergent students to struggle to filter irrelevant input, which diminishes their ability take in information, focus, and learn.
  • Unclear and confusing communication may create struggles for some neurodivergent students because they may miss implicit expectations, may not pick up on subtle cues, or may take things literally.
  • Executive functions (e.g., focusing, breaking tasks down into component parts, effectively planning work, estimating how much time tasks will take, and monitoring progress) may be difficult for some neurodivergent students, who may struggles not only with the work of each course, but also with finding ways to effectively manage work for multiple simultaneous courses and the demands of their life circumstances.

Best Teaching Practices

Instructors can design and implement courses with the neurodiversity of students in mind. In this context, the goal is to design and implement accessible, strengths-based learning environments that value all students’ contributions and enable them to thrive.

  • Universal design for learning: Provide information and instructions in multiple formats, verbally and in print (both on paper and online), using alternative formats (e.g., PDF, Word, html, etc.). Consider alternative assessment formats such as oral exams, presentations, creating a website, and so on.
  • Recorded lectures: If possible, record lectures, either in advance or live, and allow students to access the recording at a later time. If classes are recorded, provide closed captions. Share lecture slides, notes, handouts, and so on ahead of time.
  • Simple visual displays: Reduce visual distractions (e.g., excessive decorative elements, animations, GIFs, and moving or flashing text) on Google slides/PowerPoint presentations. Minimize excess visual information such as too many bullet points per slide, non-essential pictures, or busy backgrounds. Use accessible digital materials that can be used with screen readers.
  • Chunking information: In written information, avoid large or dense blocks of text and long videos. Break content into smaller chunks to increase whitespace and make documents easier to navigate. Use heading, bullet points, and numbered lists to organize material.
  • Clear, consistent, and frequent communication: Provide a detailed syllabus with explicit information on course components. Give advanced notice and multiple reminders for upcoming assignments, tests, and so on. Provide clear performance expectations, including rubrics.
  • Transparent and clear behavioral expectations: Be explicit about behavioral expectations (e.g., for participating in class, working in groups, and instructor contact). Provide or co-develop behavioral guidelines for civility.
  • Routine and predictability: Begin and end class on time. At the beginning of a class period, provide an outline of the session’s content. At the end, reference the original outline, recapping the content covered and noting what was not covered.
  • Clearly defined group roles and processes: Provide defined roles for group activities. Clarify group goals and responsibilities and structure time for students to discuss internal deadlines and group expectations, as well as divide labor. Provide opportunities for informal peer interactions so students get to know each other.
  • Structure and scaffolding: Help with organizing, prioritizing, scheduling, planning, and understanding the big picture. For example, break the components of a task into smaller parts to help students organize their time and effort. Additional ways to create structure include providing assignment handouts, note-taking templates, checklists, and calendars.
  • Explicit feedback: Provide detailed and specific feedback early and often so students can track their progress and identify areas for improvement. Invite students to speak with you during office hours.
  • Clear language: Use plain language, minimizing use of abbreviations and acronyms. Define subjective, ambiguous, or abstract terminology in concrete terms. Use consistent terms and naming conventionsfor content, activities, and assignments.
  • Flexibility: Consider providing flexible deadlines or replacing a timed exam with an alternative assessment. Provide structure to balance this flexibility by making limits and expectations clear so as to avoid uncertainty and confusion.
  • Mutual expectations: Tell students not only what you expect of them, but also what they can expect of you. Collect feedback from students at midterm and tell them that you are open to feedback at other times as well.
  • Management of sensory input in a classroom setting:Look for ways to decrease sensory overload (e.g., dim the lights, use indirect or diffuse lighting). Discourage crosstalk (multiple people talking at once) to limit the auditory noise. Include regular breaks and the option of working alone or in a quiet space.
  • Use of sensory supports in class: Invite students to do what they need to in order to pay attention in class. Recognize and welcome use of strategies students may use to manage the sensory input of the classroom so they can focus and engage (e.g., use of fidgets, knitting or crocheting, specialized earplugs that reduce background noise, sunglasses, or other tools).
  • Sharing resources: Share information about the Alliant University Office of Accessibility, including the services they provide. Be sensitive to signs of stress or distress and suggest supportive strategies, including seeking help.
  • Enacting accommodations: Include a syllabus statement about how students can access accommodations. Accommodations may include extra time on tests, a notetaker, the use of accessible technology, extended deadlines for assignments and assessments, and so on. Students should work with the Office of Accessibility to determine their accommodations. Never deny or alter approved accommodations.
  • Avoiding causing harm that can inhibit student success: Do not respond to neurodivergent students in ways that make their experience difficult. For example, don’t assume neurodivergent students have lower intelligence and don’t force students to disclose neurodivergence.

 

Sources

Montana State University Library
Neurodiversity Resources

Northwestern University Searle Center for Advancing Learning and Teaching
Supporting Neurodivergent Student Success

Brown University Sheridan Center for Teaching and Learning
Supporting Neurodivergent Students in the Classroom

Edutopia
Five Ways to Support Neurodivergent Students

North Carolina State University Teaching Resources
Supporting Neurodivergent Students Through Course Design

Rutgers University/New Brunswick Institute for Teaching, Innovation, and Inclusive Pedagogy
Teaching with Neurodiversity in Mind

Eastern Carolina University Libraries
The Neurodiversity Revolution

Harvard Business Impact
Help Neurodivergent Students Succeed in Your Classroom

University of New Haven
Understanding and Supporting Neurodivergent College Students

Illinois State University Center for Integrated Professional Development
Working with Neurodivergent Students

University of Waterloo Office of Equity, Diversity, Equity, and Anti-Racism
How to Build a Neurodiversity Friendly Classroom

University of Pittsburgh University Center for Teaching and Learning
Supporting Neurodiversity in Learning Environments

University of Mississippi Center for Excellence in Teaching and Learning
What Instructors Need to Know When Working with Neurodivergent Students

Inside Higher Education
Teaching Neurodiverse Students

Elon University Center for Engaged Learning
Supporting Neurodiverse and Physically Disabled Students in Engaged Learning

Sonoma State University Disability Services for Students
Neurodiversity-Friendly Teaching

Marquette University Neurodiversity Support Program
Faculty Guide to Inclusive Practices for Neurodivergent Students

Best Colleges
Students with Disabilities