Recognition of neurodiversity in higher education is growing, with neurodivergent students including autistic students and persons with attentional, learning, motor, or communication disorders. Data on dropout rates are limited, but studies show autistic students are more likely to drop out compared to non-autistic peers (Cage & Howes, 2020).
University policies exist for accessibility and learning support, though students can perceive supports as insufficient, and stigma often discourages requests for accommodations.
Policy can tend to focus on undergraduates and may to a certain extent overlook postgraduate research or doctoral students, whose responsibilities and engagement patterns differ. Postgraduate study involves heavier workloads, increased autonomy, and reduced structure (Syharat et al., 2023), which can heighten risk of poor psychological wellbeing (Divaris et al., 2012). Research needs also to centre postgraduates’ experience (Bvanfield et al., 2024).
This study aims to firstly explore students’ perceptions of university supports for neurodivergence, accessibility barriers, burnout, and wellbeing, and secondly to envision potential changes to policy/practice.
Research questions include: (1) Are university neurodiversity inclusion policies tailored to postgraduate students and their wellbeing? (2) What are postgraduate students’ experiences of supports and related wellbeing? (3) What are postgraduate students’ recommendations for neurodiversity inclusion in university contexts?
Within a rights-based approach, this study will enact cross-sectional, qualitative data collection using a two-step method of a semi-structured qualitative questionnaire, which informs a subsequent World Café (a participatory method akin to a modified focus group). The target sample is 12-14 participants recruited through purposive sampling. These methods will permit exploration of policy and practice, tailoring, accessibility, and well-being, alongside development of policy recommendations.
Anticipated outcomes include practical insights for enhancing postgraduate environments, and collaborative development of recommendations to guide neurodiversity inclusion and wellbeing policy and practice. Foregrounding neurodivergent voices and participatory methods will inform more inclusive, supportive, and psychologically healthy postgraduate environments.