What are we talking about?
The concept of neurodiversity can be quite challenging to explain, but with our diverse cohorts of students, we are hearing this term more as students and colleagues alike are presenting more variation in the ways in which they engage with the world. In fact, it was only recently that BILT published a Blog by one of this year’s BILT Student Fellows – Miyambo Kabwe on Neurodiversity in Higher Education.
Hamilton and Petty (2023) provide a holistic definition of neurodiversity: ‘Neurodiversity can be understood as naturally occurring variation in the ways that humans perceive, experience and interact with the world, encompassing neurodevelopmental differences such as autism, attention deficit disorder (ADHD), dyslexia, developmental language disorder (DLD), dyscalculia, and developmental co-ordination disorder (DCD)’ (p.1)
Neurodiversity in the learning space
As the definition states, neurodiversity presents in various forms, and supporting a diverse range of needs within teaching sessions can be challenging. At the University of Bristol, students with a formal diagnosis, or those in the process of obtaining one, might have a Student Study Support Plan (SSPs), which allows educators to better understand and accommodate a student’s specific needs. However, there are also many students who do not disclose neurodiversity and educators need to be mindful of this.
Before teaching a new group and then at regular intervals, it is good practice to check eVision to see if any students in the cohort have an SSP. If they do, you may want to undertake relevant training offered by the Disability team to support you. Some aspects of your session might require adjustments i.e. group work, which can be challenging for neurodiverse students. Interacting with peers and many other expectations of how to behave in an academic environment, which form part of the ‘hidden curriculum’ can be difficult for neurodiverse students. Keeping an open mind to the different ways students prefer to work and providing choice as per the Universal Design for Learning (UDL) principles (CAST) can make for a more successful learning experience. If you are teaching the cohort for an extended period, it can be beneficial to have one-on-one conversations with students to gain better insights into how they prefer to work, this also sets up the relationship for students to feel comfortable to come back and ask if something isn’t working for them.
In recent years, there has been a growing body of research and focus on creating more inclusive teaching, environments and assessments for neurodiverse (ND) students in higher education. Some current work around the university includes specific guidance from the Digital Education Office on Neurodiversity and Digital Accessibility, which is incredibly helpful. The Case Study on Neuroinclusive teaching, learning and assessment from the School of Cellular and Molecular Medicine offers straightforward strategies to enhance your teaching, such as incorporating bullet points in slides and avoiding distracting images. These practices can support all students, including those who may be neurodiverse but unaware, as well as those without a Student Support Plan (SSP).
Neurodiversity beyond the learning space
While there has been progress in supporting ND students in the learning space, it is important to acknowledge that there are other areas of university life where neurodiversity presents unique challenges. The pressure of managing academic work, administrative tasks, daily routine and social integration in an environment that is unfamiliar and not always designed with their needs in mind can affect students’ mental wellbeing and academic performance (Hamilton and Petty, 2023). Having to face challenges or stressful situations in academic and everyday university life that their neurotypical peers may not face can lead to feelings of not being good enough and lead to frustration and affect students’ mental health. Neurodiverse students are more likely to report lower self-esteem, and often have higher rates of mental health issues compared to their neurotypical peers (ibid). Bristol University Neurodiversity Society (BUNS) can be signposted as a valuable resource for neurodiverse students.
Moving towards a more compassionate pedagogy
Given the above information it is important that when we are working to support neurodiverse students we have an open mind and as far as possible notice students looking or feeling stressed, especially if they do not have SSP’s. We need to actively listen when they approach us and show empathy in our responses. Hamiliton and Petty (2023) provide some useful questions for educators to consider when working with neurodiverse students:
- How much choice is there for students to demonstrate a range of skills and capabilities?
- How is this student learning about themselves in a way that is not deficit or problem focused?
- How is their experience in the class contributing to an accumulation of safe and positive memories of themselves in education? (p.5)
Ultimately if we can create an environment where meeting students’ needs is seen as a normal part of academic life, and offering proactive accommodations it may help students feel a greater sense of belonging, which in turn can positively influence their academic studies as well as their personal and professional development. Having students with more diverse thinking not only benefits the university but society as a whole.
Final thoughts
By making small adjustments to our teaching practices and actively engaging with neurodiverse students to better understand their needs, we can create a learning environment that fosters success. Embracing compassionate pedagogy and considering the broader challenges neurodiverse students face enables us to help them build the confidence, resilience, and skills they need to thrive whilst at university and beyond.
The goal for all our students is to succeed in their chosen careers, and by normalizing accommodations and implementing them proactively, we empower them to take charge of their learning and know when their needs are being met.
References
CAST The UDL Guidelines
Hamilton, L.G. and Petty, S., 2023. Compassionate pedagogy for neurodiversity in higher education: A conceptual analysis. Frontiers in psychology, 14, p.1093290.
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