Neurodivergent students (such as those who are autistic or have ADHD) may encounter difficulties in educational settings due to several factors.
Sensory sensitivities can make classroom environments overwhelming, while social communication differences can hinder interaction with peers and educators.
Executive function challenges can affect organization and time management, and rigid thinking patterns may make it difficult to adapt to new situations.
Additionally, misunderstandings or a lack of awareness from educators and peers can create further obstacles. These challenges can lead to feelings of isolation, academic struggles, and mental health concerns.
Coyle, A., & Ramey, D. (2025). Synapse: A co-designed neurodivergent peer support programme for higher education settings. Autism. https://doi.org/10.1177/13623613251320448
Key Points
- The study focused on the social and emotional challenges faced by neurodivergent students in higher education settings.
- It aimed to co-design a peer support program to improve the experiences of these students.
- A qualitative approach using logic modeling and thematic analysis was employed.
- Key findings include the need for connectedness, knowledge and awareness of neurodiversity, and empowerment among neurodivergent students.
- The findings highlight the importance of peer support programs in fostering a sense of belonging and empowerment among neurodivergent students, leading to improved retention rates and academic success.
Rationale
- The study is justified by the unique challenges neurodivergent students face in higher education, including social isolation, difficulties navigating the ‘hidden curriculum,’ and sensory processing issues.
- Previous research has shown that these challenges can lead to higher dropout rates and mental health concerns among neurodivergent students.
- This study addresses the gap in research by actively involving neurodivergent students and other stakeholders in the co-design process of a peer support program, ensuring that the program is tailored to their specific needs.
- The research questions guiding the study include:
- What outcomes do stakeholders wish to improve through the program?
- What program outputs/activities do stakeholders think will improve the program outcomes?
- What implementation factors do stakeholders think should be considered for the program?
Method
Participants
- The study involved 35 students (17 neurodivergent, 18 neurotypical), 3 disability staff members, and 2 researchers.
- Participants were recruited from an Irish university.
- Specific demographic characteristics beyond neurodiversity status were not recorded.
Data Collection
- Qualitative data were collected through a logic modeling workshop where participants collaboratively identified desired outcomes, activities, and resources for the peer support program.
- The workshop was audio-recorded to capture the discussions and interactions among participants.
Data Analysis
- Thematic analysis was used to analyze the audio transcripts and identify key themes related to the research questions.
- The analysis was informed by a critical realism perspective, acknowledging the subjective nature of experiences and interpretations.
- Otter.ai software was used to aid in the transcription process.
Results
Themes
Three key themes emerged from the data analysis:
- Connectedness:
- Neurodivergent students expressed a desire for a sense of community and belonging within the university.
- They sought opportunities to connect with other neurodivergent students and develop supportive relationships.
- One participant highlighted the importance of social integration as a foundation for academic success, stating, “I think social [integration] might be slightly more important than academic because you need the baseline of social for some of the academic things”.
- Knowledge and Awareness of Neurodiversity:
- Both neurotypical and neurodivergent students expressed a desire to learn more about neurodiversity.
- Neurotypical students saw this knowledge as beneficial for future career advancement and personal understanding.
- Neurodivergent students hoped that increased awareness would reduce stigma and promote a more inclusive campus environment.
- One neurotypical student emphasized the importance of firsthand experience in understanding neurodiversity, stating, “They do think that the best way to learn about conditions like autism or ADHD is to talk to someone with those conditions”.
- Empowerment:
- Stakeholders emphasized the need for neurodivergent students to feel empowered to advocate for their needs and have a voice in decision-making.
- They suggested activities such as goal setting, role-playing, and inviting guest speakers to promote self-advocacy skills.
- One participant highlighted the importance of regular communication in empowering neurodivergent students, stating, “Asking the students, you know, like getting an idea of what’s going on like… giving them a voice”.
Insight
- The study provides valuable insights into the specific needs and desires of neurodivergent students in higher education settings.
- It highlights the importance of social and emotional support in addition to academic support for the success and well-being of these students.
- The findings contribute to a deeper understanding of the challenges and opportunities associated with neurodiversity in higher education.
- Future research could explore the long-term impact of peer support programs on the academic achievement, social integration, and mental health of neurodivergent students.
Clinical Implications
- The findings have significant implications for practitioners and policymakers working in higher education settings.
- They suggest that peer support programs can be an effective way to improve the experiences of neurodivergent students and promote their success.
- Practitioners should consider implementing peer support programs that focus on fostering connectedness, increasing knowledge and awareness of neurodiversity, and empowering neurodivergent students to advocate for their needs.
- Policymakers should allocate resources and support the development of such programs to create a more inclusive and supportive higher education environment for all students.
Strengths
This study had several methodological strengths, including:
- The study employed a rigorous qualitative methodology, including thematic analysis and a critical realism perspective.
- It actively involved neurodivergent students and other stakeholders in the co-design process, ensuring that the program is tailored to their specific needs.
- The findings are clearly presented and supported by rich qualitative data, including participant quotations.
Limitations
This study also had several methodological limitation, including:
- The study was conducted at a single Irish university, which may limit the generalizability of the findings to other contexts.
- Specific demographic characteristics beyond neurodiversity status were not recorded, which may limit the ability to analyze the findings in relation to other factors such as gender, ethnicity, or socioeconomic background.
- The sample size was relatively small, which may affect the representativeness of the findings.
Socratic Questions
- How might the findings of this study differ if conducted in a different cultural context or with a more diverse sample of participants?
- What are the potential challenges of implementing peer support programs for neurodivergent students, and how can these challenges be addressed?
- How can the principles of connectedness, knowledge and awareness of neurodiversity, and empowerment be integrated into other aspects of higher education, such as curriculum design and teaching practices?
- What are the ethical considerations associated with involving neurodivergent students in research, and how can these considerations be addressed?
- How can the findings of this study be used to advocate for policy changes that promote a more inclusive and supportive higher education environment for neurodivergent students?
