Neurodivergence and College Success
Beyond the financial burden of college, beyond the stress of managing a class schedule and completing coursework, students with neurological differences and unique processing styles face unique hurdles in completing their degree. Not only do they find themselves responsible for managing class time and deadlines, they have to make time for studying and meals, laundry and socializing. It’s a recipe for overwhelm and dysfunction for any college student, let alone one who struggles with executive function owing to ADHD or autism. Crowded dorms, noisy dining halls, and brightly-lit lecture halls often trigger intense physical and emotional stress for those with sensory processing disorder (SPD), autism, ADHD, Tourette’s syndrome, and post-traumatic stress disorder (PTSD).
While we know that diversity in learning enriches our perspective, we need to keep in mind that the path for neurodivergent people to earn a college degree and succeed in their careers is unusually challenging. Young women, who already face gender and economic barriers to higher education, are in even greater need of support at college if they are neurodivergent.
In fact, the recognition of neurodivergence in girls and young women is often delayed or overlooked. Diagnosis often focuses on hyperactivity and impulsivity in ADHD, symptoms more common in boys, while girls with ADHD typically experience more internalized symptoms such as anxiety and low mood, and trouble regulating emotion. In the case of autism, boys most often show noticeably restricted interests and repetitive behaviors; autistic girls commonly deal with depression and exhibit flat affect or compulsive behaviors including self-harm. Girls might be seen as dealing with mental health issues when they might have ADHD, autism, or another diagnosis.
Girls and young women are often able to mask their neurodivergence and appear to blend in socially. They might be able to mimic their peers, suppress atypical behaviors, and act in ways that meet social expectations. This ability to camouflage might seem helpful; ultimately, the constant stress and energy it takes to fit in can lead to exhaustion, emotional difficulties, and burnout.
Fortunately, Gen Z is more open to talking about mental health and learning differences. This generation has a greater awareness and acceptance of different types of diversity, and a better understanding of the importance of including everyone. More students are also recognizing their own neurodivergence.
Colleges and universities have been taking steps to support these students’ well-being in school with learning and teaching strategies that will help them succeed in college and in their careers. The most important first step for any student who suspects she might be neurodivergent is to get a formal diagnosis. Accommodations can be arranged for her comfort and to optimize her learning. But she has to take steps to register her diagnosis with the campus disability services office and—here’s the biggest challenge—advocate for herself and request accommodations from every professor at the beginning of each term.
Accommodations are most effective when they target an individual’s specific diagnosis and symptoms. To determine the right kind of support, it is important to consider where a student typically encounters hurdles and how they learn best. For college coursework, large projects can often be broken down into smaller steps, and professors can provide written instructions to supplement verbal ones. Students may also request deadline extensions when a heavy volume of reading is required. During exams, adjustments can include extended testing time, frequent breaks, or a quiet room to minimize distractions. For environmental or sensory sensitivities, students might be permitted to use noise-reducing headphones, be offered preferential seating or access to quiet spaces on campus. Finally, technological support can be highly beneficial, including audiobooks, text-to-speech or speech-to-text software, permission to record lectures, and note-taking assistance.
When a neurodivergent young woman is supported in her education with helpful accommodations, she is more likely to stay in school and earn her college degree. Her well-being will improve, as will her post-graduate outcomes. Yes, self-advocacy is an important skill to learn. Still, as a neurodivergent college student, you shouldn’t feel like you’re on your own. Awareness and acceptance continue to grow, and colleges and universities are increasingly adopting Universal Design for Learning (UDL) frameworks. These scientifically proven strategies offer learning in multiple formats and give students diverse ways to demonstrate their knowledge and progress. As education evolves from a model of treating neurological differences as a handicap and shifts to a more open, humane model of valuing neurodiversity for its gifts and perspective, we will all be better served.
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