The Challenges for Neurodiverse Students in Post-Secondary Education

Ottawa, February 5, 2025 — Neurodivergent students are significantly underrepresented in post-secondary education (PSE), with less than half disclosing their identity or diagnosis to their institution, according to a research series from Signal49 Research and the Future Skills Centre.

“While Canadian post-secondary institutions have made strides in advancing accessibility and inclusion in higher education, the unique needs of neurodivergent students are often overlooked,” said Michael Burt, Vice President at Signal49 Research. “As a result, many are left to navigate post-secondary education without the support they need to thrive academically.”

Students who disclose their neurodivergent identity or diagnosis are significantly more likely to be satisfied with their post-secondary institution (PSI). Yet, many neurodivergent students encounter barriers in the disclosure and registration process, which can discourage them from seeking the accommodations they are entitled to. Among students who did not disclose, 73 per cent reported challenges such as limited knowledge about the disclosure process, stigma, and difficulty accessing the required clinical assessments and documentation.

“An inclusive, productive economy has to include all Canadians, including those who are neurodiverse. Our post-secondary education systems are essential for unlocking opportunities and supporting career and skills development for all Canadians,” said Noel Baldwin, Executive Director, at the Future Skills Centre. “To effectively support neurodivergent students, institutions must understand the challenges they face and adopt neuroinclusive policies and practices to address them.”

Despite increasing enrollment rates, neurodivergent graduation rates are lower than their neurotypical peers. Executive functioning challenges – such as difficulty with focus, managing time and deadlines, and staying motivated – are among the greatest hurdles neurodivergent students encounter. These difficulties are compounded by stigma and discrimination, which further impact their ability to participate in academic activities, complete coursework, and excel in PSE.

Integrating and centralizing student supports is a key step PSIs can take to create a cohesive support system that is easy for students to navigate. Additionally, mandatory neurodiversity awareness training for campus employees can play an important role in dismantling stigma and fostering a neuroinclusive learning environment.