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Advancing Neuroinclusive Policies and Practices in Post-Secondary Education

Education & Skills

By: Jennifer Fane

    

Our recent report draws on insights from the first national survey of neurodivergent students and graduates in Canada, as well as in-depth interviews with neurodivergent students, graduates, and accessibility services staff and leaders. The findings shed light on the obstacles neurodivergent students face in higher education and offer actionable recommendations for post-secondary institutions (PSIs) to become more neuroinclusive. 

Key insights 

Neurodivergent students are largely invisible in post-secondary education 

  • Less than half of neurodivergent students choose to disclose their neurodiversity status to their institution.  
  • Many neurodivergent students avoid sharing their diagnosis or identity due to concerns it may negatively impact their studies or future opportunities. This stigma limits their ability to fully participate in academic life.  

Accessibility gaps persist for neurodivergent students 

  • Nearly half of PSI staff and leaders interviewed report that their institution’s equity, diversity, and inclusion (EDI) strategies fail to adequately address accessibility and neurodiversity. 
  • Complex registration processes for accessibility services, coupled with executive function challenges, create unnecessary obstacles for neurodivergent students. 
  • Limited access to clinical assessments and a lack of individualized support continue to prevent neurodivergent students from receiving the help they need. 

Advancing neuroinclusive policies and practices can empower neurodivergent students to thrive 

  • Accessible, neuro-affirming counselling services were rated as the most desired support by neurodivergent students.  
  • Implementing comprehensive neurodiversity training for students, staff, and leaders is essential to raising awareness and cultivating a truly inclusive environment. 
  • Continuous evaluation of accessibility initiatives is vital to ensure they evolve and remain effective in promoting inclusion. 
  • Co-locating accessibility services with other student services (e.g., health and wellbeing, academic advising, financial aid) reduces stigma and makes navigating support services easier.  
  • Offering executive function support and creating low-sensory spaces across campuses can help neurodivergent students succeed academically and fully participate in campus life. 

Explore our research products

Discover how post-secondary institutions can create a more supportive and inclusive environment for neurodivergent students.

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