5 UNITE S T U D E N T S | MEETING THE NEEDS OF NEURODIVERGENT STUDENTS BACK TO CONTENTS NEURODIVERSITY 1 Natasha K. Geyer (2021) Beyond Accommodations: Considerations for Supporting and Improving Academic Outcomes for Neurodivergent Students in Post- Secondary Education. The term ‘neurodiversity’ was coined in 1998 by Australian sociologist Judy Singer. She presented it as a positive approach to autism based on a social model of disability. The term has been embraced by many autistic people themselves and has become adopted widely over recent years. Since then, the term has broadened to include other medically recognised conditions such as dyslexia, dyspraxia and dyscalculia, ADHD and, sometimes, OCD and schizophrenia. On a practical level, the concept of neurodiversity has led to a greater understanding and acceptance of autism and some of its associated behaviours and traits. Neurodiversity has been associated with strengths such as attention to detail, advanced pattern recognition, creativity and writing skills. However, living in a world optimised for neurotypical people can put neurodivergent people at disadvantage, and there is evidence from the US that autistic students found it more difficult to transition from school to university 1 . The concept of neurodiversity has helped to identify ways in which different settings and services can adapt to the needs of neurodivergent people. Importantly, together with the rise of social media, it has helped many neurodivergent people to find a community, develop a more positive and less pathologising self-image, and to self-advocate. Nonetheless, it should be recognised that support for the concept of neurodivergence is not universal. In this report, we have focused on university applicants and students with autism spectrum condition and ADHD. This is for two reasons: firstly, that we were able to achieve a good sample size of applicants who self- reported these conditions within the survey, and secondly, that we are aware of some of the challenges experienced by students with these conditions both in student accommodation and more widely across the student experience. Similarly, the focus group set out to recruit autistic students and/or students with ADHD rather than extending it to those who fit the wider definition of neurodiversity. We acknowledge that the survey results do not tell the whole story about the needs of autistic people and those with ADHD in higher education. Autism is a broad condition which can be co-present with other conditions and disabilities including language disorders and learning difficulties. Moreover, diagnosis and support for neurodivergence has developed considerably over recent years. Older approaches, and the disruption caused by the Covid pandemic, will have influenced the support - or lack of it - available to young adults earlier in their educational journey. As such, it should be recognised that those taking part in the survey and focus group have not only qualified for university but have taken the decision to apply, and that they are unlikely to represent the full breadth of people with the two conditions.