Abstract
The most recent data from the U.S. Bureau of Labor Statistics indicates that a significant percentage of disabled individuals are not in the labor force. Further, the employment of individuals in the disability community is substantially less than their non-disabled peers with similar educational accomplishments. Employment patterns of neurodivergent students at a state university in the United States of America reflect a microcosm of the national snapshot. Through acknowledging the voice and feedback of students, alumni, and employers, this study identifies the prevalent barriers to employment that neurodivergent students experience and provides practical strategies for inclusion that can be assessed, measured for success, and integrated in the workplace. In addition, recommendations are provided for professionals supporting neurodivergent students and alumni in the job search and interview process. Addressing the inequities in the hiring of neurodistinct individuals will dismantle the barriers that preclude the creation and sustainability of diverse workplaces that champion the talents of a skilled labor force.
Lay Abstract
According to the national statistics, an overwhelming number of disabled individuals are not participating in the workforce. Additionally, among those who have secured a bachelor's degree, having this credential has not significantly increased their rate of employability. To address these inequities, this study concentrates on learning from the experiences of neurodivergent students at a state university, highlighting the common challenges they face in securing employment. The study aims to identify these barriers and suggest effective strategies for creating inclusive work environments by gathering insights from students, alumni, and employers. Additionally, we provide recommendations for professionals who assist students and alumni during their job searches and interviews. By addressing the common challenges of the hiring process for neurodivergent individuals, we can break down the obstacles that prevent the establishment of diverse workplaces that recognize and utilize the talents of all applicants.
Transitioning from college to a career can constitute a significant barrier for graduating students. For autistic college students, barriers to gaining meaningful employment are amplified. It is estimated that ∼5.4 million adults over 18 years of age identify as autistic in the United States (Centers for Disease Control and Prevention, 2024; Deitz et al., 2020). One-third of those who identify on the autism spectrum (∼2 million individuals) leave secondary education and move into higher education (Roux et al., 2015). Considering that researchers are still learning about the experience of college students on the autism spectrum who are working towards degree completion, the data is ever-changing. It is reported that ∼39% of autistic college students complete their degree programs due to the challenges faced in the transition to post-secondary education (Newman et al., 2011; Petcu et al., 2021). After graduation, the unemployment and underemployment rates of autistic college graduates are still significantly lower than those of their non-autistic peers; there is an estimated 75%–85% unemployment and underemployment rate (Roux et al., 2017; Scheiner, 2017). Thus, successfully securing gainful employment through career planning and preparation is a critical outcome for students within the disability community.
The core principle of neurodiversity acknowledges the natural variations of neurological differences, and the neurodiversity paradigm diminishes the pathologization of neurological and developmental conditions (Honeybourne, 2020; Walker, 2021). Autism, attention deficit hyperactivity, dyslexia, dyspraxia, and other neurodivergent identities (Appendix A) represent examples of neurotypes with barriers to representation in the workforce (Kirby & Smith, 2021). Identifying the inherent challenges neurodivergent individuals face led the research team to examine the primary barriers for neurodivergent students to secure and sustain meaningful employment. To investigate employment disparities, this study examines interviews and experiences with hiring practices described by neurodivergent students and alumni. The research team designed a descriptive and exploratory survey to glean responses from participants.
Conceptual Framework
As college students focus on obtaining employment post-graduation, they are expected to be able to self-author through clearly articulating their interests, perceptions, and employment goals. Baxter Magolda (2008) defined self-authorship as one's internal beliefs about their identity, exemplified in social relations with others. The experiences of individuals from vulnerable populations and marginalized groups consist of actualizing one's identity while debunking societal misperceptions that contradict an individual's assessment of their place in the world (Baxter Magolda, 2008). For example, disabled people are perceived as having a deficit within the medical model constructs. To develop self-authorship, neurodivergent college students begin narrating their identity from a position of difference, not deficit. The neurodiversity paradigm has recognized the value of neurological difference and explained it as a natural variation of the human experience (Bertilsdotter Rosqvist et al., 2020).
To examine students’ and alumni's perceptions, the research team developed the study using the theoretical framework of self-authorship, the social model of disability, and the neurodiversity paradigm. Baxter Magolda (2008) recognizes the role of self-authorship in college students’ transition into the workplace. Traditional-aged college students have a set of beliefs, values, and skills that should be developed and demonstrated as they individually enter the workplace.
For neurodivergent students, the evolution of the Neurodiversity Movement has focused on embracing neurological differences. In the case of autistic individuals, the Neurodiversity Movement acknowledges “autism is an integral aspect of individual identity” (Liu, 2018, p. 396). Therefore, the research team incorporated language and universal design techniques to embrace neurodivergence and the strengths-based approach to research. This approach provided the opportunity for, neurodivergent participants to engage in the research survey without requiring them to alter their identities (Kapp et al., 2013). In addition, neuroethics guided the research through intentional collaboration with neurodivergent professionals to ensure safeguards for participation in the study.
Evidently, at most higher education institutions, there is a disconnect between accessibility and career services. As a result of this division, neurodivergent students often need support for the transition from postsecondary education (Evans et al., 2017). These needs range from career preparation through resume writing, mock interviews, disclosure in the workplace, and workplace accommodations (Dwyer et al., 2022; Evans et al., 2017). Therefore, this research focused on developing survey questions aligned with the specific needs of neurodistinct students as they prepare to transition into the workplace. The needs of neurodivergent students and alumni were identified through the social model of disability, which “recognizes and challenges the ableism present in individuals, institutions, and society” (Evans et al., 2017, p. 1; Oliver, 1983). Ableism dictates societal norms of ability, which promotes discrimination against individuals with a physical, psychological, or neurological difference (Evans et al., 2017). Instead of analyzing the results of this study through a lens grounded in discrimination and exclusionary practices, the perspective and needs of neurodivergent students and alumni were prioritized. The voice of neurodivergent students and alumni provided insight into the lived experiences of the researched population. The collaboration with Accessibility Services enhanced the universal design options utilized for the survey, and the needs of neurodivergent individuals were the standard for developing the methodology and research study.
While there is limited research about the identity development of neurodivergent individuals in college, identity development is vital in the college experience for students in their late teens and twenties. Shmulsky et al. (2021) found that neurodivergent college students establish a disability identity through a positive lens. This identity development aligns with the neurodiversity paradigm and promotes acceptance of one's differences. Gibson's (2006) Disability Identity Development Model explains the three stages of identity development: passive awareness, realization, and acceptance. With the growing awareness of neurodiversity, there is an opportunity for more neurodivergent college students to enter the acceptance stage, and therefore have increased well-being as they transition into adulthood. Obtaining employment is a necessary step in maintaining well-being and independence.
Method
The first participants were human resource professionals who regularly facilitated internship and entry-level employment interviews. The second group consisted of neurodivergent students and alumni attending or graduating from a U.S. public university. Both of these groups were specifically selected to help create an understanding of the interviewing needs of neurodistinct applicants. The Interview Evaluation Form, developed and adapted by the research team, is used to conduct mock interviews for neurodivergent students. The tool includes a list of interview questions, helpful tips applicants can use to develop their responses, an answer rating rubric, and a comment section for interviewers to provide concrete, constructive feedback. Initial outcomes gathered from the Interview Evaluation Form revealed interesting correlations, and as a result, these observations became the impetus for this study.
Employer Survey
Participants
A survey was administered to 139 human resource professionals who attended four career fairs at a U.S. public university for data collection purposes. The most prominent sectors represented in this data set included engineering (20%), government (11%), and financial services (6%) employers. A total of 413 organizations were present at these events and were recruited for this segment of the study.
Measures
The Interview Evaluation Form required employers to identify the top three questions they are most likely to ask job candidates from a list of questions provided. Employers were then directed to provide two additional interview questions they commonly asked that were not included in the list of interview questions compiled by the research team. Then, employers were asked to identify and describe behaviors they have observed with job candidates that may inhibit them from moving a job candidate forward in the interview process. The research team collectively generated coding categories for the open-ended questions after the survey was administered at the last career fair.
Procedure
Four career fairs were attended by 413 employers. The human resource professionals who participated in the study were identified from the career fair attendees. Each participating business was welcome to bring two representatives. Recruiters received lunch during each event. During the hour-and-a-half lunchtime, the recruiters who elected to participate in the study completed the paper survey. No participants were excluded from this sampling since all were verified employers attending an institutional career fair.
Student Survey
Participants
Of the 79 students who received the survey, 59 met the survey eligibility criteria: they were 18 years of age or older, current university students or alumni, and registered with the Office of Accessibility Services. Of the 59 students eligible, 51 responded.
There was an 86% survey response rate. Respondents included 41 (80.4%) current students and 10 (19.6%) alumni. The participants identified with the following neurodivergent profiles: attention deficit hyperactivity (ADHD) (22%), autism spectrum (AS) (16%), attention deficit (ADD) (14%), dyslexia (9%), and dyspraxia (4%). The findings also included 35% of participants having a dual diagnosis.
Measures
The student survey included 17 multiple-choice questions that took 10–15 min to complete and was administered through Qualtrics, an electronic survey software. Participants were required to complete an informed consent form before proceeding with the survey, and participants could withdraw at any time. Participants could complete the survey and informed consent through electronic and paper formats. Institutional Review Board (IRB) approval (Approval Number: Pro2020000979) was granted before proceeding with this study. Data collection occurred for two weeks. Three reminders were sent to potential participants during this timeframe by the Office of Accessibility Services, and no incentives were offered to increase subject participation. Survey responses were collected anonymously, and no identifying information was stored.
Only responses from completed surveys were recorded. Multiple choice answers were calculated through Qualtrics to generate descriptive statistics, including mean and standard deviation. Lastly, it is important to acknowledge that this assessment is limited by self-report bias. The sample is restricted to students and alumni registered with the Office of Accessibility Services, potentially excluding undiagnosed or non-disclosing neurodivergent individuals (Tables 1 and 2).
Likert Scale Questions for Neurodivergent Students and Alumni.
Multiple Choice Questions for Neurodivergent Students and Alumni.
Procedure
Participants received an email from the university's accessibility office inviting them to participate in the study. The Accessibility Services Office oversees the implementation of accommodations and resources for all registered students per the Americans with Disabilities Act (ADA) statutes. A total of 2,100 students and alumni registered with the Accessibility Services office were recruited for the study.
The survey featured standard demographic questions to ensure participants met the eligibility requirements. Students self-selected the preferred term to describe their neurodivergence. The survey evaluated present barriers that prevent neurodivergent students and alumni from securing meaningful employment, examined their perceptions of inclusive interview practices, and assessed resources these applicants feel comfortable utilizing throughout the interview process. The consent form and survey incorporated the principles of the universal design framework. Universal design is the intentional practice of providing inclusive services for individuals with differing needs (Meyer et al., 2014).
Results
Prevalent Interview Questions Asked by Employers
The 139 recruiters identified the most common questions they ask during their interviews for internship and entry-level employment opportunities. Some of the specific questions included, “Tell me about a time you had to resolve a conflict?” (61%), “What are your strengths and weaknesses?” (56%), and “Tell us about a team project you worked on?” (53%). Additionally, 85% (n = 119) of recruiters responded to an open-ended question regarding what commonly asked interview questions were not included in the survey tool. Through completing a thematic analysis of the findings, questions relating to the company itself (“Why do you want to work with us?” and “What do you know about our company?”) were identified as the most prevalent questions recruiters commonly ask during interviews (18%).
Interview Challenges as Identified by Employers
Most recruiters (79%) (n = 111) also responded to an open-ended question that asked them to share the areas where applicants struggle in the interview process. Completing a thematic analysis of the data indicated three main findings. Specifically, the results surfaced three challenge areas for applicants: exhibiting nervousness during the interview (10%), maintaining eye contact (8%), and exhibiting a lack of confidence during an interview (8%). Specifically, consistent comments captured from recruiters include “Confidence. You MUST be confident,” “Looking people in the eye,” and “I would say getting over the initial nerves of being at an interview.”
Barriers and Interview Areas of Improvement
Eighty percent of student and alumni respondents revealed they had at least one interview during their college experience. Accordingly, they identified barriers that impact their interview capabilities and specific skills and attributes they wish to improve upon as interviewees. The majority of the respondents (92%) indicated that anxiety or nervousness is the most significant barrier to the interview process. In response to the question “I have the self-confidence to be successful in a job interview,” 29% reported their response as “Strongly agree” and 56% reported “Agree.” Nevertheless, 50% of the respondents identified a lack of confidence to succeed in an interview as the second greatest barrier impacting applicants during an interview. This emphasizes the disconnect between student self-awareness and their ability to apply effective interview skills and techniques.
Perceptions of Inclusive Interview Practices
As discussed, neurodivergent students struggle to land and retain jobs. Unfortunately, the presentation of neurodivergent job candidates in the job application and interview process can result in judgments made by others. These judgments result from bias and the perception that neurodivergent candidates are not the optimal individual for a position (Adam, 2021; Whelpley & May, 2022). This is not the case. Valuing the talents and skills of those who think and work differently promotes the development of a diverse team of employees that offers a broad array of strengths and a higher level of innovation and creativity, which are critical traits of an ethically responsible organization (Adam, 2021; McDowall et al., 2023).
A job interview is stressful for anyone seeking employment. For a neurodivergent potential hire, this experience is even more nerve-racking. The interview process is consistently identified as a barrier for many neurodivergent job candidates, especially those on the autism spectrum. de Vries (2024) recommends the elimination of the job interview for autistic and non-autistic people due to the barriers it imposes on job attainment for many individuals. The dependency on social interactions within the interview process can force neurodivergent candidates to consider masking throughout the job search process to meet interviewers’ expectations while navigating a vague, subjective evaluation process (Chang et al., 2023; de Vries, 2024).
Accordingly, the survey responses validate the claims that the pressure of a job interview for a neurodivergent student/alumnus can compromise their self-confidence and ability to perform well. Being open to adapting the interview process for potential neurodivergent hires can make an impactful difference.
Achieving effective interview techniques for an employer and neurodivergent potential hires is a delicate balance that requires the skillful application of relevant, up-to-date knowledge of neurodiversity hiring best practices. Acclaimed researchers in the field have identified hiring best practices that align with the needs articulated by the survey respondents (Figure 1).
Providing a bank of interview questions to all candidates in advance will best position them to give more well-thought-out responses (Honeybourne, 2020). Rather than testing who can think “on the spot,” interviews will capture the true capacity of potential hires. Accordingly, the majority of survey respondents reported that having time to consider and think about interview questions prior to the interview will help alleviate stress and boost their self-confidence. Ensure detailed information is provided to candidates before the interview, such as the interview format and information about the environment and interviewers (Smith & Kirby, 2021). Student responses indicate that an interview agenda would be helpful. Clear, well-communicated interview expectations benefit both the employer and the neurodivergent potential hire. In addition, simple things such as meeting the candidate at the door and walking them to the interview location can alleviate pent-up anxiety and stress (Adam, 2021). Encourage all neurodistinct candidates to take as much processing time as required before responding (Honeybourne, 2020). Approximately 8% of the respondents selected the option of “extended time to respond to interview questions” as most beneficial for their interview success. Further, it is recommended that interviewers be candid with their thoughts and feedback, as many who identify as neurodivergent struggle to read and interpret body language (Adam, 2021).
Breakdown of the Five Key Areas of Participant Recommended Best Practices for an Inclusive Interview.
Making an interview successful for employers and potential hires requires real skill. Accordingly, interviewers should ensure that all candidates are best positioned for a successful interview experience, understanding that a “one size fits all” approach to the interview process does not allow for the unique talents and skills that potential hires possess to be showcased. Providing reasonable accommodations for all potential neurodivergent hires before and during the interview is essential for establishing an inclusive workplace.
ADA Protection and Disclosure
The ADA protects individuals from discrimination based on disability for individuals seeking employment within the United States. As neurodivergent students transition from college into employment opportunities, they must understand their protections as candidates for employment and how to access workplace accommodations to support fulfilling job responsibilities. This knowledge can aid in the hiring and retention of neurodivergent employees. When asked about their level of knowledge of the ADA and the rights they have access to throughout the interview process, 33% of the survey respondents indicated “Strongly agree,” and 29% of the respondents reported “Agree” that they understand their rights under the ADA (Figure 2).
Breakdown of Participant-Reported Challenges Related to Self-Disclosure.
While the majority of respondents understand their ADA rights, there was a yield of only 50% who replied “Strongly agree” or “Agree” collectively, when indicating their knowledge of medical questions an employer can ask during an interview (Figure 2). Therefore, students may understand that they have protection against discrimination due to a disability; however, there is a need to clarify the restrictions placed on employers when asking questions about an individual's medical information and history. Accordingly, to assist in closing the gap, career practitioners can prepare students for interviews by incorporating a list of questions employers are not permitted to ask interviewees. In addition, students should receive education from career professionals on the procedures for requesting accommodations for an interview and the types of accommodations available. As career professionals begin to explore the process for interview accommodations, discussing disclosure in the workplace is also critical to the student's hiring experience.
The act of disclosure is a personal decision. While this can be perceived as a routine request from a neurotypical perspective, there can be stigma associated with this act, leading to potential implications for a neurodivergent applicant. Despite theoretical models showcasing disability from a strengths-based perspective, industry sectors often view disability through a deficit lens based on the historical framework and medical models focused on fixing or curing disabled people (Evans et al., 2017). Therefore, individuals must determine their comfort with disclosure in the workplace to access accommodations. Consequently, a lack of inclusive hiring practices forces neurodivergent candidates to mask their social identification and select the attributes they feel comfortable sharing to receive the support needed to demonstrate their organic skills and abilities in the workplace. The totality of these conflicting, traditional norms requires career professionals to have a practical knowledge of ADA statutes, how they can be applied throughout the interview process, and how ADA will consistently be honored and implemented after securing employment.
Participants’ content knowledge regarding ADA and its implementation was also evaluated within the study. As an illustration, survey participants were asked whether they knew how to disclose their neurodivergence to a potential employer. Twenty-two percent of respondents indicated that they “Strongly agree,” and 17% “Agree” that they understood how to disclose (Figure 2). Comparatively, participants were also asked whether they knew how to proactively secure an accommodation before an interview. Findings from this question revealed that 32% of the respondents knew they could ask for interview accommodations.
Examining this data highlights the lack of preparation neurodivergent applicants often have regarding the utilization of ADA accommodations. Being unaware or not trained to actualize the ADA statutes is a barrier for neurodivergent hires. It is vital for all career service practitioners who serve neurodiverse students to address the why, when, and how of disclosure.
Discussion
Consistent with current research findings, the job interview is a significant barrier that prevents neurodivergent individuals from securing meaningful employment (Chang et al., 2023; Smith & Kirby, 2021). Social expectations and behaviors such as maintaining eye contact, answering a series of questions with unspoken expectations of providing a response the interviewers want to hear, and responding to social cues can be inherent challenges for some neurodivergent applicants (de Vries, 2024; Rosales & Whitlow, 2019). Specifically, the traditional interview experience is neither designed for neurodistinct individuals nor considers heightened sensory awareness, experiences of increased anxiety, different processing modalities, and the demands to engage within the social determinations of professionalism. A functional lack of knowledge of neurodivergence limits inclusive interview practices and can lead to interviewers interpreting differing social behaviors as negative attributes. These findings signify how interviewing for employment is an established dominant societal standard reliant on evaluating social interactions. The need for inclusive interview practices that consider the traits of neurodivergent candidates is typically neither acknowledged nor honored. While there are organizations dedicated to more inclusive hiring practices, many companies within the United States have not addressed the need for increasing equitable hiring practices. As such, it is essential for career services practitioners to provide inclusive interview preparation instruction through a strengths-based model that highlights the diverse modalities of neurodivergent applicants.
In this study, interview barriers for neurodivergent job candidates have been identified. Consequently, student and alumni experiences concur with current research. Further, the legitimate need to construct an interview preparation process that addresses the inequities that neurodivergent candidates face was emphasized. As noted by the student survey respondents, changes in interview practices identified in Figure 1 open up access channels for neurodivergent candidates to showcase their skill sets in a setting that is sensitive and receptive to neurodifferences. Additionally, career service professionals who conduct mock interviews should receive continuing education on the basic tenets of neurodiversity and the ADA. Professional learning entails a constant flow of new knowledge from the field in the areas of neurodiversity in the workplace, inclusive hiring practices, and relevant topics that impact the neurodivergent community.
Neurodivergent professionals are critical to reforming the current paradigm of how career service providers engage with students (Zaks, 2025). Zaks (2025) identified characteristics of neuro-affirming professionals as inquisitive, collaborative, and non-judgmental. Opportunities to receive professional learning should include collaborating with higher education accessibility/disability offices and organizations already offering training opportunities in this content area. Terminology associated with neurodiversity and the characteristics of neurodifferences should become applicable content knowledge and common language for career service practitioners. For example, the International Board of Credentialing and Continuing Education Standards offers professional development opportunities related to neuro-inclusive workplaces for individuals and organizations. Training in collaboration with the expertise of neurodivergent professionals and leaders will lead to improvements in neuro-affirming career coaching.
Higher education career practitioners must also provide differentiated, scalable coaching for neurodivergent interview applicants based on their diverse needs. An example of a progressive coaching curriculum is as follows: resume and cover letter development, job search strategies, job applications, interview preparation, accommodations in the workplace, and employment onboarding. Understanding that career preparation for neurodivergent individuals is not linear, flexibility and empathy are intangible norms of the process. For each interview, in collaboration with career practitioners, neurodivergent applicants must accurately assess their strengths and challenges and how these characteristics intersect with the functions of their desired position. As applicants traverse the hiring process, discussions regarding disclosure require career practitioners to be well-prepared and capable of guiding and coaching the applicant.
Neurodivergent individuals must determine the benefit of disclosure in the workplace to obtain accommodations while also evaluating the potential stigma and repercussions (O'Connor et al., 2020). Career practitioners must provide guidance on best practices for disclosure while honoring the autonomy of a neurodivergent individual to either disclose, not disclose, or partially disclose their neurotype(s). Accordingly, these practitioners need to follow neuro-affirming strategies established by neurodivergent people.
While the study was exploratory in design, which allowed the research team to gather insights from human resource professionals, higher education students, and alumni regarding their perceptions and experiences of the interview process, future research could further explore the preliminary data related to disclosure and interview preparation. For instance, neurodivergent higher education students and alumni could provide specific details of their understanding of disclosure for an interview, as well as their experiences learning about disclosure. Data on the experiences of career service professionals could also be collected and included, which would promote a greater understanding of the training and support needed by these practitioners to assist neurodivergent students and alumni through their career preparation journey. Feedback provided by human resource professionals captured the challenges that they observed during interviews with college students and recent graduates. Further discussion with recruitment professionals regarding their perceptions of inclusive hiring practices and the modalities in which their organizations conduct interviews will provide insight into their contextual understanding of the experience. Additional research on these topics increases awareness of existing disparities in current recruitment and interview practices. Solutions to address the barriers that inhibit neuroinclusion in the workplace are a vital necessity.
Conclusion
In addressing the unemployment and underemployment of neurodivergent college students and alumni, higher education professionals and employers share dual ownership for improving student occupational outcomes. Specifically, higher education professionals must cultivate employability skills and empower neurodivergent students with the competencies to secure and maintain their careers. Guidance from higher education career practitioners will include, but will not be limited to, helping students understand the disclosure process for workplace accommodations, identifying inclusive employers, and providing employment opportunities through experiential learning and on-campus partnerships. Additionally, human resource professionals must become educated about neurodiversity. This will increase knowledge about the presentation of various neurotypes and how these identities manifest throughout the interview process. Failure to contend with this lack of awareness is a barrier to entry, preventing neurodivergent students from securing competitive employment. Acceptance of neurodifferences in the workplace will also lead to more inclusive practices for all. The dependency on disclosure would no longer be necessary, as all job candidates are provided with alternative options throughout the job application, interview, hiring, onboarding, and continued employment phases.
Higher education professionals and human resource personnel must provide opportunities for neurodivergent college students and employees to share their experiences about the interview process. In addition, employers’ willingness to frame and implement equitable interview protocols acknowledges and respects the perspectives and experiences of neurodivergent employment candidates. Collaboration between both groups provides an opportunity to develop inclusive hiring practices and career support for all neurodiverse college students.
Limitations of the Study
The study's findings are limited by the small sample size of students and alumni from a regional, public institution who are registered with the institution's Office of Accessibility Services.
Registered subjects had the opportunity to opt in to complete the survey. However, since participants were selected from individuals registered with the institution's Office of Accessibility Services, individuals who may identify as neurodivergent but are not registered could not share their experiences. As such, the findings are restricted to a smaller, specific population.
Footnotes
Ethical Considerations
The research involving human participants was approved by the Institutional Review Board of a public higher education institution (Approval Number: Pro2020000979). All potential participants were encouraged to ask questions and informed that they could withdraw from the study at any time.
Consent to Participate
The research involving human participants was approved by the Institutional Review Board of a public, higher education institution (Approval Number: Pro2020000979). Participants provided written consent for participation in the research study. All potential participants were encouraged to ask questions and were informed that they could withdraw from the study at any time.
Consent for Publication
The authors obtained written consent for publication from research participants.
Funding
The author(s) received no financial support for the research, authorship, and/or publication of this article.
Declaration of Conflicting Interests
The author(s) declared no potential conflicts of interest with respect to the research, authorship, and/or publication of this article.
Data Availability Statement
The original data for this study are available upon request from the corresponding author and will be released at the discretion of the research team.
Appendix A
Definition of terms
Neurodistinct: Individuals who think distinctly different from social norms (Goldstein, 2020). Neurodivergent: “a mind that functions in ways which diverge significantly from the dominant societal standards of ‘normal’” (Walker, 2021, p. 38). Neurodiverse: A group of people where one or more individuals have differing neurocognitive functioning (Walker, 2021). Neurodiversity: The recognition of the diversity of human minds (Walker, 2021). Neurotypical: An individual with a neurocognitive style viewed in alignment with societal standards (Walker, 2021).