Neurodivergence refers to people who are “neurologically divergent from typical people'' (Chapman 2021). Neurodivergence is not a medical term and does not refer to a specific diagnosis but instead can incorporate a range of identities and diagnoses, including ADHD, epilepsy, psychiatric illnesses including depression and anxiety, Multiple Sclerosis, Parkinson’s, learning disorders, and dyspraxia. “Neurodivergent” is an umbrella term that people opt-into and self-identify with. In contrast, “neurotypical” refers to those whose ways of neurocognitive functioning fall within the socially-determined range of “normal” (Walker 2014).

Between 10-30% of students in higher education contexts are neurodivergent (Schaefer & Sanchez 2024). Some neurodivergent students may have accommodations through Student Accessibility Services, but not all neurodivergent students register through their university’s disability services (Sarrett 2017).

Strengths and Barriers to Neurodivergent Student Success

Neurodivergent students bring many unique strengths to their educations, including extended focus, high energy levels for motivating tasks, and unique reasoning skills (Pfiefer et al. 2022). They may also face several common barriers to their success. These barriers may include: sensory overload, unwelcoming social environments, unclear and/or confusing communication, and difficulties with executive function.

Overstimulating Environments & Sensory Overload

Sensory processing differences can affect neurodivergent students’ participation and experience in courses. Neurodivergent students may be overloaded more easily by sensory input – including lights, scent, background noise, and temperature – than their neurotypical peers (Clouder et al. 2020; Sarrett 2017). When overstimulated, neurodivergent students struggle to take in information, focus, and learn. Students often have little control over the set-up of classrooms, labs, and social spaces, and may not be able to adapt them to meet their sensory needs. With tight schedules, they often must go from one overstimulating place to another without a chance to decompress, leading to sensory overload.

Unwelcoming Social Environments

Neurodivergent students report anxiety about interacting with others and a strong desire to make friends in college. They are also more likely to be ostracized and bullied by their peers, compared with neurotypical students (Clouder et al. 2020). Some neurodivergent students, such as those with Autism and/or ADHD, struggle with interpreting and responding to social cues, including nonverbal communication like eye-contact, facial expressions, and understanding implicit expectations (ibid). This can make group work, partnered activities, or collaborative projects difficult.

Neurodivergence may also impact how students engage in discussion-focused courses. Autistic students report not knowing when to speak, for how long, or how to jump into the conversation (Kuder et al. 2023). Similarly, students with depression or anxiety express difficulties with formulating their thoughts quickly and then sharing them before conversation moves on (Wilson & Dallman 2024).

Unclear and/or Confusing Communication

Some neurodivergent students – including those with autism, ADHD, depression, anxiety, and/or dyslexia – struggle with verbal and written communication. When expectations are implicit, neurodivergent students may not pick up on them. If instructions are only given orally, students may miss them if they aren’t paying attention at that moment (Pfiefer et al. 2022). Other neurodivergent students may take things literally. Some students may not understand the cues for turn-taking and implicit rules for speaking succinctly  involved in discussion and may over-contribute when they’re excited or know a lot about a topic (Kuder et al. 2023).

Neurodivergent students can also struggle with the norms of professional communication in a higher education setting. Some forms of neurodivergence can cause delays in communication, with students not responding in a time frame deemed appropriate by an instructor. Others may not know the norms of professional communication, like how to craft an email, how to engage in office hours, or even what to call a professor (Kuder et al. 2023; Clouder et al. 2020).

Executive Function

Executive functioning refers to a range of mental processes that enable us to remember, plan, focus, and monitor progress toward goals (Gillepse-Lynch et al. 2017). Students with various forms of neurodivergence may struggle to direct their focus, break tasks down into component parts, effectively plan their work and estimate how much time tasks will take (Kane & Mushtare 2023). In addition, they may struggle to find systems that enable them to effectively manage work for multiple simultaneous courses, extracurriculars, and the tasks of daily living (Sarrett 2018).

In college, students are expected to be independent learners, creating structure for themselves while (often) learning to live on their own for the first time (Kuder et al. 2023). This requires an enormous amount of executive function. As a result, the coping mechanisms students used in high school may not directly translate to the college environment and they may experience more stress as they adjust to higher education.

Things Instructors Can Do to Support Neurodivergent Students

With these barriers in mind, there is a lot that instructors can do to support neurodivergent students and create classes that work for Brown’s neurodiverse student population. All students benefit from these changes that help to create more equitable classrooms. Here are 10 examples that you could implement at any time:

1. Provide students with clear instructions in multiple formats. In class, don’t just state things verbally – some students need to be able to go back and look at directions several times to make sure they’ve understood (Kunder et al. 2023). When giving instructions, break tasks down into steps to make them require less executive function (Stachowiak 2021). If classes are recorded, provide closed-captions for students.

2. Use the TILT framework to develop transparent and clear assignments. Neurodivergent students consistently report that clear expectations help them to succeed and that they struggle with unclear or vague assignments (Hubrig and Barritt 2024; Stachowiak 2021). The TILT framework was designed to help faculty develop clear and equitable assignments, something that can help neurodivergent students succeed in class (TILT Higher Ed).

3. Incorporate opportunities for “hands-on” learning. One study of neurodivergent STEM majors found that some neurodivergent students preferred activities where they could physically manipulate over more traditional, paper-based activities (Pfeifer et al. 2023). For example, you might provide 3D models of DNA or molecular structures that students can build as opposed to 2D drawings or pictures.

4. Establish routine and predictability in your course. At the beginning of each class period, introduce the key ideas or elements of the day so that students can appropriately set their expectations. Begin and end class on time and build a sense of predictability throughout the semester, so students know what to expect in your course (Stachowiak 2021). Students can then focus on the course learning goals, rather than on understanding the course expectations. If you’ll be altering the course format for something like a field trip or special activity, preview this in advance.

5. Explain your expert thinking to the entire class. Neurodivergent students report that their learning is enhanced when the instructor explains and models expert thinking in the field (Pfeifer et al. 2023). You can do this by working through a problem in front of the class, providing detailed examples, or by engaging in research alongside your students. This transparency helps students to see concretely how the discipline functions & gives them an idea of how to do it themselves.

6. Use accessible digital materials that can be used with screen readers. Some neurodivergent students report that using screen-readers, as opposed to just reading text, enables them to learn better (Clouder et al. 2020; Pfeifer et al. 2023). This resource, from Brown’s Digital Learning and Design Team, can help you to make sure your materials are accessible. SensusAccess is another tool, available to members of the Brown community, for ensuring your documents are accessible.

7. When using group work have clearly defined roles that students can opt in to. Providing defined roles can make the social tasks associated with group work easier. By allowing students to choose their roles, neurodivergent students who may struggle with reading aloud or writing can identify a role that works best for them (Pfeifer et al. 2023).

8. Provide structure in your course, particularly around assignments. Many neurodivergent students need high amounts of structure to be successful (Stachowiak 2021). Using scaffolded assignments that break the components of the task into smaller parts can lessen the amount of executive function that students need to be successful.

9. Welcome the use of sensory supports in your class. Some students may use fidgets, specialized earplugs that reduce background noise, sunglasses, or other tools that help them manage the sensory input of the classroom. Other students may need to move around or sit on the floor to comfortably focus. Consider verbally inviting students to do what they need to in order to pay attention in your class (Kane & Mushtare 2023).

10. Signal your openness to accommodations & enact accommodations in your class. Neurodivergent students may have accommodations including extra time on tests, a notetaker, the use of accessible technology, or others (Kuder et al. 2023). Add a statement about how students can access accommodations to your syllabus. If a student comes to you with accommodations that you’re not sure how to implement, contact Student Accessibility Services for support.

For additional support in inclusive teaching, course design, accessibility, and designing neurodivergent-friendly assignments and resources, request a consultation with the Sheridan Center by emailing Sheridan_Center@brown.edu.

Works Cited

Chapman, R. (2024, August 18). Negotiating the Neurodiversity Concept. Psychology Today. https://www.psychologytoday.com/us/blog/neurodiverse-age/202108/negotiating-the-neurodiversity-concept

Clouder, L., Karakus, M., Cinotti, A., Ferreyra, M. V., Fierros, G. A., & Rojo, P. (2020). Neurodiversity in higher education: A narrative synthesis. Higher Education, 80(4), 757–778. https://doi.org/10.1007/s10734-020-00513-6

Gillespie-Lynch, K., Bublitz, D., Donachie, A., Wong, V., Brooks, P. J., & D’Onofrio, J. (2017). “For a Long Time Our Voices have been Hushed”: Using Student Perspectives to Develop Supports for Neurodiverse College Students. Frontiers in Psychology, 8. https://doi.org/10.3389/fpsyg.2017.00544

Hubrig, A., & Barritt, A. (2024). Cripping Writing Processes: Composing (Neuro)Divergently. In A. Cicchino & T. Hicks (Eds.), Better Practices: Exploring the Teaching of Writing in Online and Hybrid Spaces (pp. 211–233). The WAC Clearinghouse; University Press of Colorado.

Kane, J., & Mushtare, R. (n.d.). Supporting Neurodiverse Students and Faculty (313) [Broadcast]. Retrieved June 14, 2024, from https://teaforteaching.com/313-supporting-neurodiverse-students-and-faculty/

Kuder, S. J., Accardo, A., & Woodruff, J. (2023). College Success for Students on the Autism Spectrum: A Neurodiversity Perspective. Routledge. https://doi.org/10.4324/9781003443452

Pfeifer, M. A., Cordero, J. J., & Stanton, J. D. (2023). What I Wish My Instructor Knew: How Active Learning Influences the Classroom Experiences and Self-Advocacy of STEM Majors with ADHD and Specific Learning Disabilities. CBE—Life Sciences Education, 22(1), ar2. https://doi.org/10.1187/cbe.21-12-0329

Sarrett, J. C. (2018). Autism and Accommodations in Higher Education: Insights from the Autism Community. Journal of Autism and Developmental Disorders, 48(3), 679–693. https://doi.org/10.1007/s10803-017-3353-4

Schaefer, J., & Sanchez, A. (2024, March 15). Shining a light on neurodiversity in higher ed. School of Education. https://education.wisc.edu/news/shining-a-light-on-neurodiversity-in-higher-ed/

Stachowiak, B. (2021). Supporting ADHD Learners (384) [Broadcast]. Retrieved June 14, 2024, from https://teachinginhighered.com/podcast/supporting-adhd-learners/#transcriptcontainer

Walker, N. (2014). NEURODIVERSITY: SOME BASIC TERMS & DEFINITIONS. Neuroqueer. https://neuroqueer.com/neurodiversity-terms-and-definitions/

Wilson, K., & Dallman, A. (2024). Strategies for promoting neurodiversity and autism acceptance in higher education. Journal of Diversity in Higher Education. https://doi.org/10.1037/dhe0000550

Written by Dr. Sara A. Misgen, Assistant Director of Interdisciplinary Teaching Communities with input from Christine Baumgarthuber, Anne Kerkian, Desirae Mix, Kris Nolte, and Christina Smith in Fall 2024.