Neurodiversity is not a medical diagnosis, but rather a broad term that recognizes the many variations in how the human brain thinks and processes information. While neurodiversity is a term often associated with diagnoses such as Attention Deficit Hyperactivity Disorder (ADHD) or Autism Spectrum Disorder (ASD), there is no diagnostic criteria for neurodiversity itself. Understanding that each students’ experience of neurodiversity and its impacts is unique – even among those with the same diagnosis – is key to providing effective, meaningful support.

We offer key takeaways from our recent webinar Supporting Neurodivergent Students, Part 2: Practical Strategies for Your Campus and offer easy-to-implement action steps for higher education leaders who want to be more inclusive and supportive of neurodiverse students.

As a higher education leader interacting with students on a daily basis, you may notice behaviors that seem unusual or indicative of neurodiversity. Rather than assuming and diagnosing, it’s important to focus on the behaviors themselves – and approach the student with curiosity, care, and flexibility. Unless a student self-discloses their diagnosis to you and even if they do, don’t assume that you know what the student is experiencing and what type of support they need. Instead, focus on listening to how the student and their education are affected and adjust your approach accordingly. 

Addressing behavior without bias

You may notice that a student puts their head down in class, never takes notes, or doesn’t respond to facial or verbal cues. Rather than labeling the student as disengaged or disruptive, consider if they’re utilizing a coping mechanism because they are feeling overstimulated, or simply just focusing on listening (vs. taking notes to “show” engagement). Sensory overload is a common challenge for neurodiverse students that can lead to certain behaviors which may be perceived as rude or problematic. 

When working with students, be open and curious about what needs they are trying to meet through these behaviors, so that you can help generate alternative solutions. While some students may choose to disclose their diagnosis, others may experience symptoms, but reject the label or diagnosis. Thus, focusing on what needs the student is trying to meet is often more effective and inclusive than making assumptions based on a students’ diagnosis. 

For example, faculty can focus on implementing boundaries for all students as a way of providing the additional structure and clarity around behavioral expectations that some students may need. Some practical tips for managing behavioral issues in the classroom include:

• Talk to the student about their concerning behavior in a private manner. Let them know why it’s problematic, but also be willing to ask questions to better understand their perspective on the behavior, which may not be ill-intended, but rather a coping mechanism. 
• Look for solutions that help the student meet their needs in a different way. Maybe the class length is too long for the student and they need to take breaks, or the lights are too bright in the room, which is leading that student to listen with their eyes closed. 

Understand, though, that behavior and conduct are different – and all students, regardless of how they identify and what diagnosis they have, must adhere to the institutional codes of conduct. The presence of a disability does not excuse poor conduct, which is different from poor or what may be considered disruptive behavior (such as: laying their head down in class, asking frequent questions, interrupting students who may be speaking). 

Practical strategies for supporting neurodivergent students and promoting inclusivity 

To support neurodiverse students inside and outside of the classroom, focus on incorporating principles of universal design to create an environment that is accessible, flexible, and supportive of all students. This focuses on implementing more proactive strategies rather than treating accessibility as an afterthought. An additional benefit is that by incorporating universal design approaches, the need for individualized accommodations may be reduced (for example: by making the environment more accessible at baseline).

Here are some practical ways to approach neurodivergent students and offer more personalized support:

Be a safe space for students and know that self-disclosure is a sign of trust.

When a student discloses their neurodivergence, thank them for their trust. Even if they are required to disclose their diagnosis in order to receive accommodations, it’s important that you recognize their willingness to discuss this with you. You should also avoid dismissing or invalidating a student’s disclosure based on whether documentation is available or depending on the particular setting in which they disclose (example: at a tabling event during orientation or during a live chat or advising session). 

In a first encounter with a student, they may open up about their identity. Rather than saying, “this doesn’t feel like the right situation for discussing this,” understand that the student is sharing this information with you for a reason – they may be signaling to you that they’re having a certain experience or need support. As a follow-up, ask if they wish to share more about how neurodiversity impacts them, ask how you can best support them, and be willing to share resources. 

You aren’t expected to be an expert on neurodiversity, but you should know what resources are available to students, such as counseling, tutoring, or disability services. Even building relationships with colleagues who can step in is valuable. No matter what, follow the individual’s lead. Even if you think you know what they’re experiencing and what they might need, you don’t know what this student is experiencing. Let them tell you what support they want or need.

Be willing to listen and guide students appropriately. 

Once a student self-discloses, focus on understanding the ways in which neurodiversity impacts them personally and get clarity on which supports they specifically need. But know that some students may not yet know what they need. Maybe they’ve only recently been diagnosed or they’re new to campus and they don’t know how to navigate the systems and resources available to them. They may be able to discuss what challenges they’re facing, but not know what accommodations or adjustments can be made to better support them. 

Ask direct questions to identify what challenges they’re experiencing, if certain accommodations have worked for them in the past, and be willing to discuss ways in which they can better navigate the campus environment. If you’re unable to provide the type of support they need, involve additional staff or resources. 

Disability services or student affairs leaders, for example, may need to help the student beyond their accommodation letter – and navigate different situations. Amanda Niguidula, PhD, Director of Disability Resource Center at Florida International University, for example, has physically escorted a student and professor in the classroom to ensure accommodations are suitable for those involved. 

Create safe, trusted, and continuous channels for feedback. 

While some students may not want to discuss their diagnosis with faculty or staff, there are many students on campus who would love to have their voices heard by those in decision-making seats. Invite these students to department meetings, faculty meetings, and training sessions. Give them the opportunity to discuss their experience and address what’s worked, what hasn’t, and what they might need or prefer. You can also ask for anonymous feedback, but be willing to follow-up on this and make changes or adjustments based on the feedback you receive. 

Make continual upfront adjustments to communications and means of delivering information. 

Rather than waiting until a student asks for an accommodation, focus on redesigning your way of communication and sharing information so that all students’ needs are accounted for; this will create a more inclusive learning environment for all students. 

Here are some easy-to-implement recommendations:

• Provide communications and instructions in different mediums (such as: visual, auditory, and modeling) to account for different processing needs. 
• Use plain language, avoiding confusing jargon and abbreviations. 
• Provide sensory aids, such as earplugs.
• Offer flexible meeting options including in-person, via zoom, and phone.
• Display signs in offices that invite students to share how you can make the environment more comfortable for them.
• Establish a predictable structure, including clear sequences of events, concrete instructions for assignments, and expectations for classroom behavior (for example: ask students to please wait to be called on before speaking, ask that each student keeps to 2-3 questions maximum per class to allow others to engage, etc.)
• Provide meeting summaries or recordings of teachings or conversations, as some students benefit from repetitive communication or struggle to listen and take notes simultaneously. 
• Be mindful of your room setting and seating arrangements and how these impact a student’s ability to use their accommodations (for example: if a student is able to leave the classroom to take breaks, ensure they have access to an aisle seat or other appropriate seating so that they do not disrupt other students in the process of using their accommodation).

There’s no one-size-fits-all approach to supporting neurodiverse students, but making more changes upfront – and recognizing opportunities for improvement – helps build a more inclusive environment for all students. 

Recognize and talk about the challenges of masking. 

Very often, students may choose to mask as opposed to being open about their diagnosis. Masking, which is concealing or suppressing neurodivergent traits or behaviors to appear neurotypical, can be exhausting and can make it more difficult for students to engage meaningfully in the community. Even faculty and staff may find themselves masking in order to fit into the professional environment. 

Amanda Niguidula, PhD, for example, spent nearly 20 years taking pretend notes to signal to teachers and other professionals that she was engaged, even though notetaking was impossible for her to properly learn and understand. Sharing your own experiences – and addressing the concept of masking – with students can be especially powerful in permitting them to live more authentically. 

Offer sensory accommodations to all students as part of your standard practice.

In addition to building sensory-friendly spaces on campus, including quiet zones, higher education leaders have opportunities to make adjustments on a case-by-case basis. This can be as simple as providing earplugs to students or adjusting the lighting in a classroom or office.

Help students find a shared language with faculty members.

An accommodation letter isn’t always sufficient for faculty members to succeed in supporting students in the classroom – and it can be really challenging for students to navigate the student-professor relationship. Very often, additional conversations are needed to ensure the students’ needs are properly met, but fear of stigma and ableism can prevent students from speaking up and advocating for themselves. 

In one case, a student had a service animal, but a faculty member refused to let the animal into a lab. Knowing her rights, the student went to Amanda Jean Babcock, PhD, Accessibility Lead at Western Governors University, to advocate on her behalf, knowing she had every right to have her service animal in the lab. However, not every student knows their rights and may need guidance in asking for help and utilizing their accommodations to their fullest.

Address your peers’ perspective and encourage more empathy.

When talking about neurodiversity with colleagues or other faculty and staff, challenge assumptions by discussing them openly in meetings and training sessions. Encourage other faculty and staff members to be more self-aware, to consider their own experiences of times when assumptions were made about them as a way of increasing empathy for what students may be experiencing, and to engage with students with more openness and empathy. 

For more support and practical strategies, watch the webinar recording.