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 3 / 12 can in turn can lead to poor academic performance and an increased likelihood of withdrawing from HE altogether [10]. Due to negative experiences early in the education system, neurodivergent individuals can be discouraged from disclo- sure [6] and often go on to mask their adult symptoms in the workplace and health care settings [19–21]. Ableism is felt by a large portion of neurodivergent individuals in HE, including faculty in HE that identify as neurodi- vergent [22]. There is a normalized work culture that emphasizes productivity and demanding work loads [7]. This culture makes it difficult for individuals to feel comfortable sharing their experiences. Several faculty members within HE who identify as neurodivergent reflect that disclosing their neurodivergent identity often comes with fear of diminished aca- demic reputation and reductions in perceived competence [7]. The sheer number of individuals that choose not to disclose their disability, due to fear of stigmatization, demonstrates that society, including the HE system, is infused with ableism [7,10,17]. Lived experiences in higher education Entering HE can be challenging for many individuals resulting in a variety of experiences, reactions, and feelings. When neurodivergent individuals enter HE, many of their reported experiences, reactions, and feelings are often described as negative [6,12,13]. Clouder et al. (2020) conducted a systematic review of 48 studies investigating neurodivergent individuals in HE and

reported a recurring theme of anxiety [6]. Neurodivergent students in HE often endorse feeling anxious both in and out of the classroom as they are unsure of how their peers and professors will respond to them – especially if they disclose their disability. Many may have had negative experiences when interacting with the education system prior to entering HE, which leads them to assume future experiences will have a similar outcome. Additionally, traditionally demanding learning environ- ments in HE often include detailed course elements and strict rules that can be difficult for neurodivergent individuals to nav- igate. The current norm in HE courses, and the method they are delivered, may cause these students to feel overwhelmed and unsupported. Individuals who identify as neurodivergent are also often subjected to microaggressions and discrimination regarding their disability and have an increased likelihood of being cyberbullied, which can lead to further negative experi- ences in HE [23,24]. For example, in a study of ADHD medical students, experiences of microaggressions and discrimination lead to feelings of isolation from peers, educators, and the educational institution [25]. Similarly, dyslexic medical students reported feeling hopeless and helpless due to experiences of self-consciousness, shame, and isolation [26]. Often reinforced by systematic ableism, internalized ableism also has harmful effects on the lives of disabled individuals.

Griffin and Pollak (2009) identified that individuals who described having a disability as a deficit and utilized negative words to describe their disability had worse academic outcomes than individuals who described their disability as a difference that holds both positive and negative aspects [12]. Reducing systemic ableism is a clear step towards supporting neurodivergent individuals within HE contexts. Neurodivergent students may feel more supported in HE if neurotypical individuals were taught about neurodiversity. This increased knowledge can support neurotypical individuals in their ability to identify system- atic ableism in HE as well as its impact on their neurodivergent peers [7,11,14]. This can further improve awareness and support to neurodiverse students. Therefore, an essential step forward is to educate others on neurodiversity and ableism. Current study Within an existing undergraduate course on diversity, a weeklong module on neurodiversity was added and pre- (start of the term) and post- (end of the term) surveys were compared across two terms. The current study addressed the research questions of (1) will student knowledge in neurodiversity and self-disclosure of a neurodivergent identity increase over the course of the term and (2) will the neurodiversity module shift reports of critical consciousness of ableism? We hypothesized increases (comparing pre- to post-survey responses) in student knowledge in neurodiversity, student self- endorsement of neurodivergent identities, and reports of critical consciousness in ableism.