Valuing neurodiversity on campus: Perspectives and priorities of neurodivergent students, faculty, and professional staff

Colleges and universities are broadening their social inclusion reach and increasingly recognizing the importance of valuing neurodivergent students, faculty, and staff. Holding the understanding that neurodiversity is valuable to society, we gathered perspectives around neurodiversity from students, faculty, and staff on our university and affiliated campuses via a mixed method sequential two-phase study. First, a neurodiversity survey was used to gather campus perspectives around neurodiversity and neurodiversity culture. A total of 254 neurodivergent participants completed the survey. Next, focus groups and interviews were designed to expand upon and increase reliability of initial survey data. Eight neurodivergent campus community members participated in follow-up focus groups and/or interviews. Specific research questions included: What are the perspectives of neurodivergent university students, faculty, and staff around neurodiversity? How does the university currently value and support neurodivergent students, faculty, and staff? What are suggestions for improvement around valuing and supporting neurodiversity on campus? Findings include four emerging participant priorities to (a) expand mental health supports; (b) provide faculty training and professional development around neurodiversity and universal design for learning; (c) center neurodiversity in diversity and equity initiatives; and (d) expand neurodiversity specific supports. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: journal abstract)