Neurodiversity and higher education: double masking by neurodivergent students

Abstract

In recent years, third-level institutions have undergone a shift in how they perceive and engage with students whose educational needs do not align with traditional expectations. This is reflected in the growing emphasis on diversity, equity and inclusion across the sector, particularly concerning access and retention. The degree to which neurodiversity is incorporated within these frameworks varies across jurisdictions. However, research continues to highlight a gap between the rhetoric surrounding neurodiversity inclusion and the lived experiences of neurodivergent students. This paper explores these phenomena through the lens of the Global Café methodology, offering a participatory perspective on neurodivergent students’ lived experiences. The paper reports on data from three Global Café sessions conducted with a total of 18 participants. The findings highlight a distinct lack of understanding and knowledge around neurodivergence beyond the disability lens. Findings suggest the perpetuation of ableist/neurotypical approaches rather than any real paradigm shift in thought and practice. The implications for this are a system which, on the outside, appears to be making strides in terms of change, but in reality is creating an environment whereby students are required to navigate a system that overburdens them rather than facilitates them.