The Lived Experiences of Neurodivergent identifying students in Higher Education: A Scoping Review

Abstract

Background: Neurodiversity, a concept introduced in the late 1990s (Singer, 1996; 1998; 1999), frames neurodevelopmental conditions like Autism, ADHD, and Tourette’s Syndrome as differences rather than disabilities. Recently, educational institutions have increasingly emphasised diversity, accessibility, and inclusive supports to enhance social and academic experiences. However, limited research exists on the lived experiences of neurodivergent students in higher education, particularly regarding their social and academic journeys.

Aims: This study explores the lived experiences of neurodivergent students in higher education, examining social and academic dimensions of university life.

Methods & Procedures: A scoping review was conducted following a structured model to capture literature on neurodiverse student experiences in higher education from January 2013 to November 2023. Studies in English with full-text availability were sourced from three databases, and two reviewers independently assessed study quality and eligibility for inclusion.

Outcomes & Results: Of 1,071 studies retrieved, 1,063 were excluded for reasons like duplication or non-eligibility, leaving 8 studies in the final review.

Conclusions & Implications: Research on neurodivergent students’ perspectives in higher education remains sparse. Existing studies often focus on the perspectives of peers, families, or university staff rather than neurodivergent students themselves. There is a lack of targeted supports for neurodivergent students, such as mental health resources, examination accommodations, and peer groups, while awareness of neurodiversity among peers and staff remains low. These students also face challenges from societal and academic expectations and the stigma associated with their diagnoses.

Keywords: neurodivergent, neurodiversity, higher education.

Note on Language: This paper adopts neuroaffirmative language, using terms like "autistic student" in alignment with Neurodiversity movement preferences, which reject person-first language (Botha et al., 2021).