Being neurodivergent in academia: Navigating neurodiversity in higher education in India

Imagine a university where leaders, such as vice chancellors and deans, actively advocate for neurodiversity inclusion. This commitment would be translated into concrete actions: integrating neurodiversity awareness into teaching effectiveness responsibilities, organizing workshops for faculty to deepen their understanding of neurodivergent learning styles, and actively promoting the use of diverse assessment methods that better reflect the talents and abilities of all students.

The university should enable neurodiverse people to have appropriate representation on various decision-making bodies and committees, ensuring that their voices are heard and their perspectives are taken into account in shaping university policies and practices.

Universities should invest in the emotional intelligence and well-being of their students, recognizing that these skills are essential for success in all aspects of life. This commitment would be reflected in a culture of consent and respect, and emotional intelligence training would be included in the core curriculum. Courses would be designed, delivered and assessed within an inclusive pedagogy that recognizes and accommodates diverse learning styles (Hamilton and Petty, 2023).

Universities should actively support students in seeking a diagnosis and accessing appropriate accommodations, recognizing that this process can be challenging and requires institutional support to navigate successfully. This could include streamlining the housing application process, providing clear information about available resources, and even offering financial assistance for diagnostic assessments (Weis et al., 2016). In addition, universities could work with independent bodies, such as non-governmental organizations specializing in neurodevelopmental assessments and support services, to ensure students have access to a wider range of resources and expertise.

Classrooms equipped with adjustable lighting, flexible seating arrangements, and easily accessible assistive technologies such as text-to-speech software and noise-cancelling headphones would enable students to personalize their learning environments based on their individual needs and sensory preferences, creating a more welcoming and accessible learning environment. space for all students (Tomlinson, 2014). Imagine walking into a university library where, alongside the traditional rows of quiet study desks, there are designated quiet areas designed specifically for students with sensory sensitivities (Figure 1). These spaces will be equipped with soft lighting, comfortable seating and noise-reducing materials to minimize distractions and create a calm atmosphere that promotes focus and concentration (Munshaw, 2024).

The university must recognize the importance of mentorship and peer support in building a sense of belonging among neurodiverse students. Neurodiverse students can work with faculty mentors who understand the unique challenges they face and can provide guidance and support as they navigate college life. This may include help with academic skills, social interactions, time management or simply talking to someone who understands their experiences (Locke et al., 2024).

Extracurricular activities such as a student-led neurodiversity club can provide students with a safe and friendly space to connect, share their experiences, advocate for change, and build a strong sense of community. Such a club could host regular meetings, workshops, and social events, providing opportunities for neurodiverse students to find support, build friendships, and develop leadership skills. It could also host an annual Neurodiversity Festival, showcasing the talents and perspectives of neurodiverse individuals through art, music, performances and interactive exhibitions, raising awareness and celebrating neurodiversity in the larger university community (Figure 2).

These strategies, nurtured by a culture of empathy and understanding, hold the potential to transform Indian universities into truly inclusive spaces where every student, regardless of neurological differences, can thrive. We owe a debt of gratitude to A, B, D, and the countless others who bravely shared their stories, allowing us to imagine a path to a more just and equitable future for neurodiverse students. May their voices continue to inspire us as we work together to create a neurodiversity-inclusive university system.