Abstract

Neurodivergent (ND) individuals are people whose neurodevelopment diverges from what is 'typical', and includes conditions such as Autism, Attention Deficit Hyperactivity Disorder (ADHD) and dyslexia. A disproportionately lower percentage of the ND population complete tertiary education when compared to neurotypical peers. The aim of this study was to explore tertiary educators insights regarding the strengths and challenges of supporting ND students in the higher education context. Method: A convergent mixed-methods design was used to recruit 28 tertiary educators in an online survey measuring self-perceived ability to support ND students. Following this, seven semi-structured interviews with tertiary educators were carried out and analysed using a directed content analysis approach. Results: Integrated findings highlighted persistent barriers to consistent implementation of inclusive and neuro-affirming principles for ND students. Participants emphasised the impact of emotional regulation, executive function, and social belonging on ND students’ success and wellbeing, and identified a need for greater flexibility, understanding, and structural reform. While there were educators that demonstrated willingness and skill for implementing accessible design, overall educator confidence and capabilities were restricted by limited systemic support, neurotypical norms, and the 'opt-in' nature of training. Conclusion: Embedding neurodiversity-informed practices through Universal Design for Learning, policy alignment, and positive ND role-modelling within higher education institutions are critical for supporting wellbeing and social justice for ND individuals.

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