Neurodiversity affirming educational practice

Abstract

More neurodivergent students than ever are accessing higher education in the UK and internationally. This trend follows university widening participation initiatives and, more broadly, an increase in recognition and identification of autism, ADHD and other neurodivergences from early childhood onwards in recent years. However, there is growing evidence that outcomes and experiences at university are often poorer in this group of students compared with their neurotypical peers. University systems and non-inclusive practices may unintentionally disadvantage neurodivergent members of their communities.

Neurodiversity-affirming practice is a framework for working with neurodivergent people and supporting them to thrive. Core principles include presuming competence, promoting self-advocacy, validating difference, and adapting systems and environments. In this session, we reflect on our own experiences of implementing neurodiversity affirming approaches in our teaching and wider academic practice. We invite you to bring your own ideas and experiences of supporting neurodivergent students.

Specifically, we consider the potential of universal design for learning (UDL), strength-based assessment, and compassionate pedagogy as neurodiversity-affirming approaches. We outline practical recommendations for educators seeking to adopt an open-minded and reflective approach to cognitive difference in the university classroom. Designing for diversity from the outset of course design can reduce the need for bolt-on, individual accommodations, thereby easing administrative burden across academic staff and disability support services.

This session will give attendees the opportunity to discuss the implications of the above in their own practice. 

Author bios

Lorna Hamilton is Associate Professor of Psychology at York St John University. Her research focuses on contextual factors that influence educational outcomes for children and young people, including barriers to access for neurodivergent learners at all stages of education. She increasingly uses participatory methods to understand how educators can provide more fit-for-purpose learning experiences for the widest range of learners. Lorna is an advocate of neurodiversity-affirmative education in schools and university settings and has delivered co-produced training for schools, academy trusts and universities. Please see Lorna’s profile for further information.

Stephanie Petty is Deputy Associate Head – Psychology at York St John and a Chartered Clinical Psychologist. She provides assessment and therapeutic interventions for a wide range of patients in the mental health sector, and for neurodivergent clients. She carries out complementary research focused on neurodivergence, mental health and wellbeing. At York St John, she contributes to the Doctorate of Counselling Psychology programme and leads on strategic development and practitioner training in Psychology. Stephanie has worked as a qualified clinician for ten years in a range of settings, including inpatient, hospital, outpatient, community and neurodiversity settings. Stephanie thoroughly enjoys both academic and clinical approaches and think they are extremely complementary. Please see Stephanie’s profile for more information.

Strategic links

• This session aligns with the university’s LTSE strategy 2026 (2.1) Our learning, teaching and assessment practices will be inclusive by design
• UKPSF Links: A1-A3, K2, K3, V1, V2

Booking information

To sign up for this session and receive the Teams link, please complete a copy of our CPD booking form.