{"id":8016,"date":"2025-03-03T09:00:00","date_gmt":"2025-03-03T09:00:00","guid":{"rendered":"https:\/\/blogs.ncl.ac.uk\/ltdev\/?p=8016"},"modified":"2025-02-28T12:18:11","modified_gmt":"2025-02-28T12:18:11","slug":"listening-to-neurodivergent-student-voices-shaping-an-inclusive-university","status":"publish","type":"post","link":"https:\/\/blogs.ncl.ac.uk\/ltdev\/2025\/03\/03\/listening-to-neurodivergent-student-voices-shaping-an-inclusive-university\/","title":{"rendered":"Listening to Neurodivergent Student Voices: Shaping an Inclusive University"},"content":{"rendered":"\n
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We have created a new resource with our students to help us create a more inclusive university experience.<\/p>\n\n\n\n

Neurodivergent students are a growing and important part of our university community, yet many still encounter barriers that impact their ability to thrive. With increasing numbers of neurodivergent students enrolling each year, most colleagues will interact with them regularly\u2014whether they realise it or not.<\/p>\n\n\n\n

Many of our students struggle with traditional academic structures, unclear expectations, and inaccessible learning environments, often without formal support plans in place. By making small adjustments and genuinely listening to our neurodivergent students, we can create a more inclusive university experience that benefits everyone\u2014not just neurodivergent students, but the entire learning community.<\/p>\n\n\n\n

How the Project Started<\/strong><\/p>\n\n\n\n

This project emerged from recognising that student needs are evolving, and traditional academic structures do not always provide the necessary support for neurodivergent students. With funding from LTDS, we collaborated with the Student Health and Wellbeing Team<\/a> to ensure that student voices remained central to this project.<\/p>\n\n\n\n

Hearing Real Student Experiences<\/strong><\/p>\n\n\n\n

Our key focus was understanding how neurodivergent students experience university life, both academically and socially. We used a framework called Key Aspects of Student Academic Life<\/em>, which helped us examine crucial areas such as learning environments, social interactions, and overall student wellbeing.<\/p>\n\n\n\n

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We recruited students through JobsOC, then held relaxed, open discussions where students shared their perspectives on university life\u2014what works, what doesn\u2019t, and what could be improved. Their insights were honest, eye-opening, and full of valuable ideas for change.<\/p>\n\n\n\n

Creating a Resource for Staff<\/strong><\/p>\n\n\n\n

From these discussions, we developed the Understanding and Supporting Neurodivergent Students<\/em> Canvas course. The course is flexible and self-guided, allowing Newcastle University colleagues to explore the sections most relevant to them. Whether it\u2019s deadlines, adapting to university life, or common challenges, the course offers real student perspectives and practical recommendations for staff.<\/p>\n\n\n\n

The course covers a range of key topics, including:<\/p>\n\n\n\n