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Building Neurodiversity-Inclusive Postsecondary Campuses: Recommendations for Leaders in Higher Education

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Dwyer, Patrick, Mineo, Erica, Mifsud, Kristin, Lindholm, Chris, Gurba, Ava, Waisman, T.C.·2023·Autism in Adulthood
DOI 10.1089/aut.2021.0042PMC PMC10024274
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Abstract

Neurodivergent people are increasingly involved in postsecondary education, but they continue to face serious barriers and challenges on college campuses.These challenges are not only related to disability functional differences and accommodation needs, but also to stigma and prejudice toward neurodivergent people.Consequently, neurodivergent people are less successful than neurotypical peers; moreover, intersections between neurodivergence and other marginalized groups are associated with even greater inequities.This article was written by neurodivergent students and researchers, and their allies, who suggest a system-wide approach is needed to promote inclusion of neurodivergent students, staff, and faculty on postsecondary campuses.Specific recommendations, based on those the authors suggested to and that were endorsed by the University of California Academic Senate, are provided.These recommendations include diversity, equity, and inclusion (DEI)-oriented reforms (viewing neurodiversity through a DEI lens; establishing Disability Cultural Centers; providing campus-wide neurodiversity training; and fostering neurodivergent leadership in neurodiversity initiatives).Other recommendations address disability accommodations and supports (integrating disability accommodations in one place; making eligibility requirements less onerous; recognizing and accommodating sensory distress and distraction; establishing programs to facilitate transitions in and out of postsecondary; improving mental health support; and creating mechanisms to resolve issues where students are denied accommodations).Finally, further recommendations address accessibility of communication (respecting students' decisions to involve support people; and offering neurodivergent people the option to choose accessible modalities for communicating with instructors and staff and for taking classes).Institutions that embrace these reforms have an opportunity to position themselves as neurodiversity inclusion leaders and destination campuses for neurodivergent people.

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  • Neurodivergent students face disproportionately high barriers to completing postsecondary education, with long-term interruptions such as burnout being a common outcome.

    “Neurodivergent students face disproportionately high barriers to completing postsecondary education, with long-term interruptions such as burnout being a common outcome [32, 70, 79].”

    From Burnout by Design: How Digital Systems Overburden Neurodivergent Students in Higher Education (2025) · cites this paper as [32]

    The Introduction (page unavailable) says autistic and ADHD students are less likely than the general population to complete postsecondary studies. Recommendation 7 (page unavailable) says inadequate sensory accommodations could cause distress and burnout that affects academic success, but it does not establish that burnout commonly causes long-term interruptions. (LLM, conf=0.88)

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Cited by

Sorted by citations

Authors
Dwyer, P., Mineo, E., Mifsud, K., Lindholm, C., Gurba, A., & Waisman, T. C.
Affiliations
  • University of California, Davis (US)
  • Lindholm Consulting, Walnut Creek, California, USA.
  • Stony Brook University (US)
  • Adapt Coaching & Training, Vancouver, British Columbia, Canada.
Corresponding author
Dwyer, Patrick
ORCID
Venue
Autism in Adulthood
Publisher
SAGE Publications
Published
2023-03-01
Volume
5
Issue
1
Pages
1-14
ISSN
  • 2573-9581 (ISSN-L)
  • 2573-959X
DOI
10.1089/aut.2021.0042
PMC
PMC10024274
OpenAlex
W4213292699
Cited by
164
References
15
Citations by year
2026: 38 · 2025: 60 · 2024: 39 · 2023: 23 · 2022: 4
FWCI
36.55
Type
journal article
Language
en
Open access
Licence
Locations
  • Autism in Adulthood (publishedVersion, cc-by-nc)
  • PubMed Central (publishedVersion, cc-by-nc)
  • PubMed (publishedVersion)
Funders
Health Resources and Services Administration (#UT2MC39440)
Topics
  • Social Sciences › Safety Research › Disability Education and Employment
  • Social Sciences › Safety Research › Disability Rights and Representation
  • Social Sciences › Sociology and Political Science › Inclusion and Disability in Education and Sport
Keywords
neurodiversity, neurodivergent students, postsecondary education, university inclusion, disability accommodation, diversity, equity, and inclusion, stigma, intersectionality, mental health support, sensory accommodations, communication accessibility, higher education policy

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