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Cited by 62Disability Education and EmploymentDoctoral Education Challenges and SolutionsCareer Development and Diversity

Experiences of neurodivergent students in graduate STEM programs

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Syharat, Connie Mosher, Hain, Alexandra, Zaghi, Arash E., Gabriel, Rachael, Berdanier, Catherine G. P.·2023·Frontiers in Psychology
DOI 10.3389/fpsyg.2023.1149068PMC PMC10311419
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Abstract

Introduction: Despite efforts to increase the participation of marginalized students in Science, Technology, Engineering, and Mathematics (STEM), neurodivergent students have remained underrepresented and underserved in STEM graduate programs. This qualitative study aims to increase understanding of the experiences of neurodivergent graduate students pursuing advanced degrees in STEM. In this analysis, we consider how common graduate school experiences interface with the invisibility of neurological diversity, thus contributing to a set of unique challenges experienced by neurodivergent students. Materials and methods: In this qualitative study, 10 focus group sessions were conducted to examine the experiences of 18 students who identify as neurodivergent in graduate STEM programs at a large, research-intensive (R1) university. We used thematic analysis of the transcripts from these focus groups to identify three overarching themes within the data. Results: The findings are presented through a novel model for understanding neurodivergent graduate STEM student experiences. The findings suggest that students who identify as neurodivergent feel pressure to conform to perceived neurotypical norms to avoid negative perceptions. They also may self-silence to maintain stability within the advisor-advisee relationship. The stigma associated with disability labels contributes a heavy cognitive and emotional load as students work to mask neurodiversity-related traits, navigate decisions about disclosure of their neurodivergence, and ultimately, experience significant mental health challenges and burnout. Despite these many challenges, the neurodivergent graduate students in this study perceived aspects of their neurodivergence as a strength. Discussion: The findings may have implications for current and future graduate students, for graduate advisors who may or may not be aware of their students’ neurodivergence, and for program administrators who influence policies that impact the wellbeing and productivity of neurodivergent students.

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Crossref · 10.3389/fpsyg.2023.1149068

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78 of 78 references verified0 citation errors · 0 not checkable

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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 [79]

    The Literature review reports high rates of departure from college, and the Discussion identifies stressors that may contribute to burnout among neurodivergent graduate students. In the Findings, one participant describes needing a longer recovery after overload. The paper does not establish that long-term interruptions are a common outcome across postsecondary education; its study focuses on graduate STEM students. (LLM, conf=0.86)

    Experimental — accuracy not yet measured

  • The mental workload of organising student life while balancing stigma can lead neurodivergent students to mask their traits and not communicate their needs, deepening difficulties and leading to burnout or drop-out.

    “The mental workload of organising their student life (such as managing coursework deadlines) whilst balancing the stigma of outwardly presenting as neurodivergent in the workplace [21], or even disclosing as such, can lead neurodivergent students to mask their traits and not communicate their needs, deepening their difficulties and leading to burnout or drop-out [79, 80].”

    From Burnout by Design: How Digital Systems Overburden Neurodivergent Students in Higher Education (2025) · cites this paper as [79]

    The Findings (Neurodivergent burnout due to overwork and masking) describe organizational demands and difficulties with deadlines. The Discussion (Power dynamics and self-silencing; Neurodivergent burnout) describes students hiding their struggles or not asking for help, and identifies overwork and masking as burnout risks. The paper does not establish drop-out as an outcome of this process. (LLM, conf=0.86)

    Experimental — accuracy not yet measured

  • The mental workload of organising student life while balancing stigma can lead neurodivergent students to mask their traits and not communicate their needs, deepening difficulties and leading to burnout or drop-out.

    “The mental workload of organising their student life (such as managing coursework deadlines) whilst balancing the stigma of outwardly presenting as neurodivergent in the workplace [21], or even disclosing as such, can lead neurodivergent students to mask their traits and not communicate their needs, deepening their difficulties and leading to burnout or drop-out [79, 80].”

    From Burnout by Design: How Digital Systems Overburden Neurodivergent Students in Higher Education (2025) · cites this paper as [80]

    The Findings section (‘Neurodivergent burnout due to overwork and masking’; page unavailable) describes organizational strain, masking, and burnout. The Discussion (‘Power dynamics and self-silencing’; page unavailable) describes students hiding struggles and avoiding requests for help. The paper does not link this combined process to dropping out; its mention of college departure in the Literature review is not presented as an outcome of masking or burnout. (LLM, conf=0.86)

    Experimental — accuracy not yet measured

  • Prolonged masking in academic situations can lead students to burnout.

    “Prolonged masking in academic situations can even lead students to burnout [79].”

    From Burnout by Design: How Digital Systems Overburden Neurodivergent Students in Higher Education (2025) · cites this paper as [79]

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Cites

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1 of the 79 references couldn’t be matched to a known paper.

Research works printed but not linked: 3

  1. Corbin J. M. Strauss A. L. (2015). Basics of Qualitative Research: Techniques and Procedures for Developing Grounded Theory (4th ed.). Thousand Oaks, CA: Sage publications.
  2. National Academies of Sciences, Engineering, and Medicine. (2017). Undergraduate research experiences for STEM students: successes, challenges, and opportunities. Washington, DC: National Academies Press
  3. Slatkoff J. Phillips R. Corrin S. Rozeck-Allen T. Strong-Wilson T. (2016). Unique Roles, Unique Challenges: Graduate Students. Involvement in Community–Academic Research in University of Toronto Press: Toronto, 221– 231.

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Authors
Syharat, C. M., Hain, A., Zaghi, A. E., Gabriel, R., & Berdanier, C. G. P.
Affiliations
  • University of Connecticut (US)
  • Pennsylvania State University (US)
Corresponding author
Syharat, Connie Mosher
ORCID
Venue
Frontiers in Psychology
Publisher
Frontiers Media SA
Published
2023-06-15
Volume
14
Pages
1149068-1149068
ISSN
1664-1078 (ISSN-L)
DOI
10.3389/fpsyg.2023.1149068
PMC
PMC10311419
OpenAlex
W4380997722
Cited by
62
References
79
Citations by year
2026: 29 · 2025: 18 · 2024: 14 · 2023: 1
FWCI
15.51
Type
journal article
Language
en
Open access
Licence
Locations
  • Frontiers in Psychology (publishedVersion, cc-by)
  • PubMed Central (publishedVersion, cc-by)
  • PubMed (publishedVersion)
  • DOAJ (DOAJ: Directory of Open Access Journals) (submittedVersion, cc-by-sa)
Funders
National Science Foundation (2105721)
Topics
  • Social Sciences › Safety Research › Disability Education and Employment
  • Health Sciences › Health Professions › General Health Professions › Doctoral Education Challenges and Solutions
  • Social Sciences › Safety Research › Career Development and Diversity
Keywords
neurodivergent students, graduate school experience, neurodiversity, self-silencing, supervisor-student relationship, disability stigma, masking, mental health, burnout, student well-being, underrepresentation in STEM, graduate student advising

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