Diversity in Education Study (DivES): Investigating a neurodiversity module in higher education

PLOS One | https://doi.org/10.1371/journal.pone.0327379 July 21, 2025 1 / 12 OPEN ACCESS Citation: Schwichtenberg AJ, Mirah K, Janis A, West M, Atkin AL (2025) Diversity in Education Study (DivES): Investigating a neurodiversity module in higher education. PLoS One 20(7): e0327379. https://doi.org/10.1371/journal. pone.0327379 Editor: Maheshkumar Baladaniya, Neighborhood Physical Therapy, UNITED STATES OF AMERICA Received: November 25, 2024 Accepted: June 14, 2025 Published: July 21, 2025 Peer Review History: PLOS recognizes the benefits of transparency in the peer review process; therefore, we enable the publication of all of the content of peer review and author responses alongside final, published articles. The editorial history of this article is available here: https://doi.org/10.1371/journal. pone.0327379 Copyright: © 2025 Schwichtenberg et al . This is an open access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, RESEARCH ARTICLE Diversity in Education Study (DivES): Investigating a neurodiversity module in higher education Amy J. Schwichtenberg *, Katherine Mirah, Amy Janis, Moon West, Annabelle L. Atkin Department of Human Development and Family Science, Purdue University, West Lafayette, Indiana, United States of America * ajschwichtenberg@purdue.edu Abstract Roughly 20% of adults identify as neurodivergent – an umbrella term used to describe cognitively atypical individuals. Neurodivergent identities manifest in several

forms including autism, attention dysregulation hyperactivity disorder/attention deficit hyperactivity disorder, dyslexia, and other cognitively atypical trajectories. Despite a societal increase in acknowledgment and awareness of neurodiversity, there remains little to no discussion or critical understanding of neurodivergent individuals, espe- cially within the realm of higher education (HE). The aim of this study, as part of the Diversity in Education Study (DivES), is to explore the impact of a neurodiversity- focused module within the college classroom. This study included 153 students (predominantly female, heterosexual, third-year students, with white/European racial heritage); wherein, a neurodiversity-focused module was taught within the context of an undergraduate course on diversity. Pre (start of the term) and post (end of the term) surveys were compared to evaluate the impact of the module on student under- standing of the term neurodiversity, self-endorsements of a neurodivergent identity, and critical consciousness of ableism. In sum, the neurodiversity-focused module increased neurodiversity awareness and self-endorsements but did not positively shift critical consciousness of ableism scores. Replication in larger and more diverse samples is needed before pedagogy recommendations may be solidified but this study provides preliminary support for the incorporation of a neurodiversity module within diversity-focused HE courses. Introduction Rooted in the social model of disability, the neurodiversity paradigm was created

to challenge the pathologizing nature of medical model of disability [1–3]. Neurodi- versity, conceptually, highlights the wide variety of neurological development as an important facet of the human condition rather than pathologizing so called “atypical”