Murray State University
Bridging the Gap: Rethinking Support for Neurodiverse College Students
Grade Level at Time of Presentation
Junior
Major
Psychology and Communication Disorders
Institution 24-25
Murray State University
KY House District #
District 1
KY Senate District #
District 1
Faculty Advisor/ Mentor
Dr. Michael Bordieri, PhD
Department
Department of Psychology
Abstract
Although more autistic individuals are attending college than in previous years, autistic individuals graduate at a lower rate than their neurotypical peers (38.8% vs 52.4%; Jackson et al., 2018). Given this retention concern, it is important that colleges provide services specific to neurodiverse students’ needs, both academically and socially (Jackson et al., 2018). While most campus disability resources focus on academic supports (Jackson et al., 2018; Siew et al., 2017), some universities are adopting programs, such as the Kelly Autism Program Circle of Support at Western Kentucky University, that target the broader needs of neurodiverse students (Western Kentucky University, 2023).
This study’s purpose was to explore the experiences of neurodiverse college students and recommendations for the development of broader social support programs. Seven neurodiverse university students were interviewed using questions informed by the pre-existing literature. The transcripts from their recordings were used for thematic analysis (Nowell et al., 2017). Themes found included identity intersectionality, necessity of program individualization, hesitation towards neurotypical assistance, importance of awareness, desire for both academic and social supports, and challenges and opportunities with existing accommodations.
Participants’ experiences highlight that university programs can be improved to better support this diverse population. Using suggestions from neurodiverse university students, new programs can be created to suit their needs, while considering intersecting identities (Fordham & Paterson, 2024). One promising solution embraced by most participants is the formation of a neurodiverse student-led organization, which could integrate multiple suggestions, including awareness of campus resources, peer-mentoring, social events, and other activities. This may fill in the gaps from traditional disability services and create a better college experience for neurodiverse students by fostering community and authenticity (Fotheringham et al., 2023). Results from this qualitative study also have the potential to inform future quantitative scale development building on the themes identified in this work.
Bridging the Gap: Rethinking Support for Neurodiverse College Students
Although more autistic individuals are attending college than in previous years, autistic individuals graduate at a lower rate than their neurotypical peers (38.8% vs 52.4%; Jackson et al., 2018). Given this retention concern, it is important that colleges provide services specific to neurodiverse students’ needs, both academically and socially (Jackson et al., 2018). While most campus disability resources focus on academic supports (Jackson et al., 2018; Siew et al., 2017), some universities are adopting programs, such as the Kelly Autism Program Circle of Support at Western Kentucky University, that target the broader needs of neurodiverse students (Western Kentucky University, 2023).
This study’s purpose was to explore the experiences of neurodiverse college students and recommendations for the development of broader social support programs. Seven neurodiverse university students were interviewed using questions informed by the pre-existing literature. The transcripts from their recordings were used for thematic analysis (Nowell et al., 2017). Themes found included identity intersectionality, necessity of program individualization, hesitation towards neurotypical assistance, importance of awareness, desire for both academic and social supports, and challenges and opportunities with existing accommodations.
Participants’ experiences highlight that university programs can be improved to better support this diverse population. Using suggestions from neurodiverse university students, new programs can be created to suit their needs, while considering intersecting identities (Fordham & Paterson, 2024). One promising solution embraced by most participants is the formation of a neurodiverse student-led organization, which could integrate multiple suggestions, including awareness of campus resources, peer-mentoring, social events, and other activities. This may fill in the gaps from traditional disability services and create a better college experience for neurodiverse students by fostering community and authenticity (Fotheringham et al., 2023). Results from this qualitative study also have the potential to inform future quantitative scale development building on the themes identified in this work.