It is estimated that between 15 and 20% of the population is neurodivergent, though many cases remain undiagnosed. A strong gender bias in diagnosis exists, with males diagnosed much earlier than females. Recent changes to the criteria for a neurodivergent diagnosis has resulted in an increase in the number of diagnosed students. The Student Digital Learning Experience Team has produced a series of useful general resources to encourage neuroinclusivity; however, we wanted to gain curriculum-specific insights. Discussions in 2023 with the Student Digital Learning Experience Team, Bristol University Neurodiversity Society (BUNS) and the Chair of the Neurodiversity Staff Network cemented the need for this body of work. Working with 5 Undergraduate Student Researchers, each with lived experience of neurodivergence, we reviewed the teaching, learning and assessment content of a School of Cellular and Molecular Medicine Year 2 Unit (Cellular and Molecular Pathology) to understand areas of commonality but also unique perspectives. The intended outcome of the project was to produce a subject-specific resource suggesting tangible steps that could be taken to make our science teaching more neuroinclusive. Our findings revealed that these suggested actions would benefit not only neurodivergent students, but neurotypical students too.
Findings
Each of our Student Research Partners produced a short report detailing their individual findings. Several themes emerged. These were grouped into four main clusters: Lectures, Assessment, Lab Work and Resources. A takeaway A4 poster with suggested changes in each of these areas was produced for dissemination and it was noted that even small changes (which in some cases could be seen as standard best-practice), could have a huge impact on student experience. As mentioned previously, this impact would benefit neurodivergent students and the broader student body. Although our aim was to produce subject-specific insights, many of the suggestions to improve neuroinclusivity also apply to non-science subjects too.
Once again, the experience of working with Student Research Partners has proved invaluable. Their attention to detail and honest reflections of both good and not-so-good aspects of their teaching and learning experience made for tangible steps that staff can adopt to make the curriculum more inclusive for all students.
The Impact
We have worked previously with undergraduate Student Research Partners, and prioritising the student voice is something we are keen to continue within our work. We were impressed by the high calibre of the applications from our Student Research Partners, all of whom were highly motivated and very enthusiastic about the project and its aims to foster a culture where everyone is supported and thrives. Importantly, a positive experience from all our Student Research Partners was reported and their inclusion as co-authors at conferences was welcomed. Our findings have been shared as a poster presentation at the national Horizons in STEM 2024 conference and via an oral presentation and A4 poster handout at the BILT 2024 conference. We were joined by two of our Student Research Partners (one via recorded video and one in-person), who spoke about their experiences of the project. Feedback from our Student Partners post-conference included:
“I’m so glad we could make a difference together.“
“It’s honestly so good to see interest in our project from people with the power to change things!“
Results have, and will continue to be discussed within the School of Cellular and Molecular Medicine, with staff making positive changes to their teaching across different units. We hope our resources will amplify this effect beyond our school across the wider STEM subjects.
Next Steps
Our poster has been shared with colleagues within university at the BILT Conference and beyond. We are hoping to host our findings on the Digital Education externally facing webpages, as subject-specific guidance, to help colleagues both inside and outside of the University make changes to their teaching. The work will continue in the next academic year with a deeper dive into small and large group teaching, which is something that our Student Research Partners raised in their critiques. Group work, especially in a laboratory setting, can be particularly challenging for students who are neurodivergent, and this current project highlighted the need for further consideration of group work.
Our recent successful bid to BILT will allow us to undertake this work, taking into account the views of neurodiverse and neurotypical students. We aim to produce a resource made by students for students, with a neuroinclusive lens, that will help students to work collaboratively and recognise the strengths everyone brings to the student educational experience. The importance of this is increasing, and the breadth of diverse thought that students bring makes for more innovative and creative thinking, making academia an exciting and thriving environment. This needs to be enhanced, celebrated and encouraged.
Contact
Bronwen Burton: bronwen.burton@bristol.ac.uk
Caroline McKinnon: c.m.mckinnon@bristol.ac.uk
