A Comparison of Neurodivergent and Non-Neurodivergent Students’ Characteristics and Higher Education Experiences in Australia and New Zealand

Abstract

Background:

Neurodivergent higher education (HE) students (those with autism, attention-deficit/hyperactivity disorder [ADHD], specific learning disorders [SpLD], motor disorders, and communication disorders) report lower course completion rates than non-neurodivergent students and may require additional support. Existing research investigating neurodivergent HE student experiences has focused primarily on autistic or ADHD students. Little is known about students with other neurodevelopmental and/or multiple neurodivergent conditions. While some institutions are becoming more neurodiversity affirming, increasing our understanding about neurodivergent and non-neurodivergent students’ differences will help institutions improve supports.

Methods:

Using the bioecological framework, this study compared 131 neurodivergent and 73 non-neurodivergent students on person-disposition characteristics (autistic and ADHD traits, executive functioning [EF], self-efficacy, and sensory sensitivities [SS]), person-resource characteristics (mental health and well-being), and HE context factors (social support, enjoyment, disclosure, support use, institution type, study load, and campus mode). We compared five student groups, Autistic, Autistic and ADHD (AuDHD), ADHD, Neurodivergent-other (SpLD, motor and/or communication disorders) and Non-neurodivergent groups on these variables.

Results:

Neurodivergent students had higher autistic and ADHD traits, SS, anxiety and depression, and lower EF, self-efficacy, well-being, and enjoyment than non-neurodivergent students. Students in the AuDHD group reported the highest levels of anxiety, depression, autistic traits and SS, and the lowest EF and enjoyment. Apart from the AuDHD group, most eligible students did not disclose their condition(s) to their institution, nor use supports, indicating that increased efforts are required to normalize disclosure and help-seeking.

Conclusion:

This study increases our understanding of differences between neurodivergent and non-neurodivergent students and highlights the particularly poor mental health and well-being of students with AuDHD. Implementing neurodiversity-affirming, sensory-friendly, and flexible learning environments would benefit all students, not just those registered for support, and could lead to improved mental health, enjoyment, and thus retention of this growing population.

Community Brief

Why is this an important issue?

Neurodivergent students complete higher education at lower rates than non-neurodivergent students. Research into why this happens tends to focus on autistic students, with less attention on students with other neurodivergent conditions such as attention-deficit/hyperactivity disorder (ADHD), specific learning disorders (dyslexia, dysgraphia, and dyscalculia), and motor and communication disorders. While some institutions are making improvements in how they support neurodivergent students, a better understanding of how students with a range of neurotypes differ from each other may help institutions support more students to complete their education.

What was the purpose of the study?

We wanted to understand how neurodivergent student groups differed from each other and from non-neurodivergent students on person characteristics and features of higher education settings. We used a bioecological framework (interactions between people and environments) to structure our study.

What did the researchers do?

We surveyed 131 neurodivergent and 73 non-neurodivergent higher education students who were currently studying or had studied in Australia and New Zealand about their person characteristics, and higher education settings and experiences. Participants responded to an online, anonymous survey that took about 30 minutes to complete. Neurodivergent students fell into one of four groups—Autistic, Autistic and ADHD (AuDHD), ADHD, and Neurodivergent-other (i.e., students with neurodivergent conditions other than autism and ADHD). Almost one-third of these students had two or more neurodivergent conditions. We compared these four groups with each other and with the non-neurodivergent students.

What were the results of the study?

Compared with non-neurodivergent students, neurodivergent students had more autistic and ADHD traits, sensory sensitivities, and anxiety and depression symptoms. Neurodivergent students also had lower executive functioning, self-efficacy, and well-being and less education enjoyment than non-neurodivergent students. Students in the AuDHD group reported the highest levels of anxiety, depression, autistic traits, and sensory sensitivities, and the lowest executive functioning and enjoyment. Except for the AuDHD group, most students did not disclose their condition(s) to their institution, nor use any supports.

What do these findings add to what was already known?

This is the first study to compare higher education students across neurodevelopmental conditions with non-neurodivergent students. Our results show how neurodivergent students differ from each other and from non-neurodivergent students, and highlight the particularly poor mental health and well-being of students with AuDHD.

What are the potential weaknesses in the study?

We did not have many students with neurodivergent conditions other than autism or ADHD. This meant we could not conduct robust statistical comparisons across the neurodevelopmental conditions (as listed in the DSM-5) or on the number of co-occurring conditions students had. There were also more female than male students, and most of our sample attended university. Together these sample differences affect how well our findings may apply to other samples of neurodivergent students.

How will these findings help neurodivergent adults now or in the future?

Our results tell us that higher education institutions need to do more to support neurodivergent students. We need to increase efforts to normalize disclosure and help-seeking. We need to involve neurodivergent students in improving procedures and designing new supports to make sure higher education institutions meet their needs. Our findings can promote further research into improving higher education experiences and completion rates for neurodivergent students.