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As a mature psychology student diagnosed with Attention Deficit Hyperactivity Disorder (ADHD), my journey through academia and the professional world has been far from conventional. It’s a path fraught with obstacles, misunderstandings, and a constant battle against a world not designed for minds like mine.

The environmental factor: A world not built for us

The struggles associated with neurodivergence – be it issues with distraction, hyperfocus, procrastination, over or under stimulation, hypersensitivity or social interactions – are exacerbated by an environment that is not designed with our differences in mind. Imagine a fish being judged by its ability to climb a tree; this is a daily scenario for many neurodivergent people. The conventional one-size-fits-all approach to education and work not only fails to accommodate our unique ways of learning and contributing but also diminishes our potential.

Moreover, the necessity to mask neurodiverse-related behaviours in academic and professional contexts presents an additional burden. These traits can often precipitate judgement from peers and colleagues, further compounding the complexities of the neurodivergent experience. This challenge is particularly pronounced among women, who are often socialised to mask their neurodiverse traits more diligently than men, a practice that can exacerbate mental health issues due to the immense pressure to conform to neurotypical standards.

Despite these hurdles, I stand firm in my belief that having ADHD – or being neurodivergent in any form – should not be defined in terms of deficit. Rather, it’s a testament to the incredible diversity of human cognition and how our environments play a crucial role in either nurturing or stifling this diversity. Neurodiverse individuals often exhibit remarkable strengths, such as the ability to think outside the box, exceptional creativity, and a unique perspective that can lead to innovative solutions to complex problems. These attributes underscore the immense potential that lies within neurodiversity, which, when acknowledged and supported, can contribute significantly to society at large.

The debate on terminology

The discourse surrounding neurodivergence and its classification is complex and multifaceted. On one hand, the categorisation of disability can provide access to necessary accommodations and legal protections that are vital for many to thrive academically and professionally. On the other hand, it can also carry a stigma and assumptions about capability. In my opinion, this binary view fails to capture the essence of what it means to be neurodivergent: not deficient, just different.

There is also a wider discussion and debate on how to define or conceptualise disability, with increasing emphasis on the ‘social model’ of disability. One definition of the social model is that ‘people are disabled by barriers in society, not by their impairment or difference. Barriers can be physical, like buildings not having accessible toilets. Or they can be caused by people’s attitude to difference, like assuming disabled people can’t do different things’.

It’s important to recognise that within the neurodivergent community, there’s a spectrum of perspectives regarding these concepts or labels. Some find empowerment in positively affirming a disability identity, as it acknowledges the barriers they face and the accommodations they are entitled to. Others prefer to emphasise the divergence aspect, focusing on the unique strengths and capabilities their neurodivergent condition brings. This diversity in viewpoints underscores the importance of personal choice in how one’s disability or neurodivergence is defined and understood.

Advocating for change: Towards inclusive environments

The path forward requires a shift in perspective, from viewing neurodivergence as a deficit to recognising it as a natural variation in human brain development. This shift entails creating learning and working environments that are flexible and adaptive, capable of accommodating the diverse spectrum of human cognition. Many disability activists would argue the same: that it is society’s attitudes, expectations and barriers not their difference or impairment that results in their unequal experiences and exclusion.

Educational institutions and workplaces are called to cultivate an inclusive culture that goes beyond just adhering to accessibility laws. This evolution involves implementing adjustments such as flexible scheduling, online lectures, working from home, innovative task management strategies, and promoting an understanding and acceptance of diverse communication and work styles.

When the need arose to transition to online learning, institutions were able to make this provision feasible – something many students, including those with disabilities, had actually been requesting for years. Ultimately, this shift to online delivery benefited the entire student population, not just those with specific accessibility needs. These types of inclusive changes hold the potential to improve the overall productivity, flexibility and wellbeing of the entire community, not just accommodate neurodivergent individuals.

Accessibility in higher education: Streamlining support for neurodivergence

The UK government and higher education providers play a crucial role in reshaping the landscape of accessibility for students with neurodivergence. One area of focus could be simplifying the Disabled Students’ Allowance (DSA) application process. Currently, this procedure requires students to navigate a lengthy procedure, which can be particularly daunting for those with ADHD.

However, in a notable development, Gov.uk has announced that the Student Loans Company has launched an enhanced DSA service in collaboration with Capita and Study Tech to streamline the application process, simplifying the previously complex DSA journey. While these efforts are positive steps, there remains an urgent need to broaden the range of support categories, moving away from a broad ‘disability’ classification to accommodate the unique challenges and needs of neurodiverse students with more personalised support systems.

What’s your perspective?

The debate between viewing neurodivergence as a disability or a divergence is not about finding a one-size-fits-all answer. Rather it is about respecting and valuing individual experiences and choices while ensuring their rights and entitlements to an equal university experience is affirmed. Whether you align with one label or find comfort in both, your perspective is valid and essential in shaping a more inclusive and understanding higher education experience and sector.

Happy Neurodiversity Celebration Week!