43 Applicant Index Report 2026 As in 2022, neurodivergent applicants this year are more likely to have a mental health condition and to identify as LGBTQ+. ADHD is more prevalent among UK applicants than international applicants. This may reflect differences in how neurodivergence is understood and diagnosed across countries. It is also notable that ethnically Chinese applicants, most of whom are international students from China, report a much lower incidence. Neurodivergent applicants are less likely to expect to feel welcome when starting university and less likely to expect they will belong. They are also less likely to expect fair treatment from staff and other students, pointing to lower trust in their institution. In the original research, neurodivergent students described feeling anxious before starting higher education, often because they felt detailed information was lacking, especially about accommodation. Information arriving piecemeal at different times could also be difficult to process, and both factors may affect trust in the provider. Students in the 2022 report also shared examples of being treated as a problem or a nuisance. Anticipation of similar treatment, or previous experiences at school or college, may shape both trust and expectations of fair treatment. This year’s neurodivergent applicants are more likely than other applicants to say they have missed school or college over the past two years because of mental health, and more likely to have had long ‑ term absences of 20 days or more. Among those who have missed time because of mental health, they are also more likely to think they will need to miss teaching time at university for the same reason. When choosing first ‑ year accommodation, they are more likely than other applicants to prioritise wellbeing support. In 2023, Unite Students published the report “An Asset, Not a Problem: Meeting the Needs of Neurodivergent Students”. It brought together data from the 2022 Applicant Index with qualitative insights from a focus group of neurodivergent students at the University of Bristol. This section updates and extends that analysis using responses from applicants with ADHD and/or Autism Spectrum Condition. Neurodivergent applicants (Applicants with ADHD and/or Autism Spectrum Condition) Back to contents Appendices Thematic analysis Introduction Neurodivergent applicants Belonging, equity and inclusion