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 9 / 12 Pedagogical reflections Replication of this study with larger and more diverse samples is necessary to validate these preliminary findings and refine the neurodiversity module. For example, building on the recommendations of others, elements of compassion training could be incorporated to aid in highlighting systems of oppression [32]. Additionally, a social–relational model of disability could be adopted throughout the course [33]. Due to the neurodiversity unit taught in the course being only about one week in duration, it could have been beneficial to spread it out over a longer duration to allow for further discussion. The results obtained from the study show that one week is long enough to increase individuals’ awareness surrounding neurodiversity and their likeli- hood to disclose their neurodivergent status, but not enough time to shift their attitudes and beliefs surrounding ableism. Increasing the duration of the neurodiversity module may provide further opportunity to shift students’ attitudes and beliefs about ableism. An expanded module could afford opportunities for students to engage in acts of critical consciousness surrounding ableism. Critical consciousness consists of three main components 1) critical reflection, 2) political efficacy, and 3) critical action. Implementing engagement opportunities to practice these components may increase self-efficacy and awareness of how to identify ableism. An example engagement opportunity could include identifying an aspect of university

policy that negatively impacts disabled and neurodivergent individuals (critical reflection), then create an updated version of this policy that provides more inclusion and awareness of disabled and neurodivergent individuals – increasing confidence to facilitate change (political efficacy), then sharing this updated policy with university administration (critical action). Pedagogically, educators should consider integrating neurodiversity education across various courses and disciplines, rather than confining it to a single module within diversity courses. Additionally, training for educators on how to effectively teach about neurodiversity and ways to challenge ableism are crucial. With this, community-based participatory research could benefit the updated neurodiversity module. Including more neurodivergent voices in the recreation of this module would provide a deeper understanding of what neurodivergent individuals feel is important for fellow students to know about neurodiversity and ableism. This community knowledge could strengthen module components such as what mate- rials (books, articles, podcasts) are presented to students to ensure the neurodivergent experience is accurately repre- sented and that discussions around neurodiversity are comprehensive, inclusive, and transformative. It is important to provide neurodivergent individuals with resources that they can utilize, which should be incorporated into the neurodiversity module. Although neurodiversity has often not been in the forefront of clinical practice and ther-

apeutic discussions, it is important to understand and continue to invest in neurodivergence-informed therapy [34]. This type of therapy emphasizes epistemic humility (e.g., recognizing places where knowledge may be lacking), adopting a relational approach to disability (i.e., concerns are not inherent to the neurodivergent individual), diverging from normal- ization, and promoting pride and community in disabilities [34]. Neurodivergent individuals should also be encouraged and provided with ways to engage in clinical training as well [34]. As seen through study results, as students learned about neurodiversity, self-endorsed neurodivergence increased. However, the current module doesn’t provide further information on how to access institutional or external supports – potentially leaving students in an “Okay, now what?” position. Future iterations of the neurodiversity module should include information on campus resources, how to receive a diagnosis (if so desired), and support for symptoms they may be experiencing. These additional resources could support the impact of the module even after its completion. Limitations Following the work of Clarke, Schiavone, and Vazire [35], this limitations section is organized by validity type. External validity The findings from this study may have limited external validity given the minimal race, age, sexual orientation, and gender diversity present in this sample. The utilized sample was predominantly White/European American, young adults, hetero- sexual, and female.