As the number of neurodivergent students in higher education continues to rise, colleges and universities are expanding their approaches to supporting them, moving beyond legal compliance toward inclusive design and a more profound sense of belonging.
The term neurodivergent refers to individuals whose cognitive functioning differs from what is considered typical, including students with autism spectrum disorder, ADHD, dyslexia, and other neurological conditions. In the 2023 National College Health Assessment, 33.4% of students reported having been diagnosed with a neurodevelopmental disorder, up from 24.3% in 2019. This growing visibility is prompting a reevaluation of institutional practices that have traditionally focused on accommodating individuals with disabilities rather than promoting their inclusion.
Universal Design in Practice
Some institutions are adopting Universal Design for Learning (UDL), an educational framework that anticipates learner variability and reduces barriers from the outset. Developed by the Center for Applied Special Technology (CAST), UDL emphasizes multiple means of engagement, representation, and expression benefiting all students, not just those with formal diagnoses.
At the University of Vermont, for instance, faculty are encouraged to build flexibility into syllabi by offering students options in how they demonstrate learning. “When we incorporate UDL, we reduce the need for retroactive accommodations,” said Kiersten Hallquist, director of the Center for Teaching and Learning. “It’s a proactive approach to inclusion.”
Research supports this shift. A 2022 study published in Innovative Higher Education found that students in courses using UDL principles reported higher satisfaction and lower levels of stress and anxiety compared to traditional lecture-based courses.
Peer Mentorship and Social Belonging
In addition to classroom changes, some colleges are bolstering peer mentorship programs to support neurodivergent students in navigating academic and social life.
At the Rochester Institute of Technology (RIT), the Spectrum Support Program pairs autistic students with trained peer coaches who assist with everything from executive functioning to social integration. According to the program’s 2022 annual report, 89 percent of participating students reported that the support improved their overall college experience.
“It’s not just about academics, it’s about helping students feel like they belong,” said Laurie Ackles, director of the program. “A lot of our students say this is the first place where they’ve really felt understood.”
The University of Michigan’s Adaptive Sports and Inclusive Recreation program uses a similar peer-based model, integrating neurodivergent and disabled students into intramural sports and leadership opportunities. “Social inclusion is a huge piece of wellness and mental health,” said Dr. Oluwaferanmi Okanlami, director of the program.
Inclusive Pedagogy
Faculty also play a pivotal role in fostering inclusion through inclusive pedagogy, a teaching philosophy that recognizes diverse ways of thinking and learning.
“Neurodiversity is an asset in the classroom,” said Kelly Dawson, an instructor at the University of Southern California’s School of Cinematic Arts and an advocate for neurodivergent inclusion in media and education. “When faculty embrace different processing styles and allow for creativity in participation, everyone benefits.”
Educational businesses offer comprehensive courses for educators on how to create truly inclusive classrooms for neurodivergent students. For example, Structural Learning features “Neurodiversity in the Classroom: A Teacher’s Guide” module, crafted by Paul Main. Published in November 2021, it provides practical, strength-based strategies that celebrate neurological diversity, such as autism, ADHD, and dyslexia, and guides educators through adapting instruction for varied learning needs. Visitors are invited to submit a “Course Enquiry” to access the full instructional program, which emphasizes flexible teaching, universal design principles, and empowers every student to thrive.
Institutions like Stanford University have launched faculty development programs focused on inclusive teaching strategies, including training on how to design assignments with flexible deadlines, provide lecture transcripts, and engage students with different sensory or attention needs. According to Stanford’s Office of the Vice Provost for Teaching and Learning, these strategies have not only improved engagement but also reduced grade disparities.
In a 2021 article in the Journal of Postsecondary Education and Disability, researchers emphasized that faculty awareness and attitudes significantly impact the success of neurodivergent students, often more so than accommodations themselves.
Moving Beyond Compliance
Despite promising models, challenges remain. Disability resource offices are often underfunded and understaffed, and many students still feel there is stigma in seeking support. A 2023 report from the National Center for College Students with Disabilities found that while more students identify as neurodivergent, only a fraction register with campus disability services due to fear of discrimination or bureaucratic hurdles.
Experts say that shifting campus culture requires institutions to rethink who their “average student” is.
In an article published by the Journal of Neurodevelopmental Education and archived in PubMed Central, authors from UC Davis advocate for a systemic reframing of “typical” student profiles. They argue that universities should dismantle neurotypical-centric assumptions—like expecting all learners to conform to a single mode of communication or attendance—and instead integrate universal design, sensory preferences, and inclusive modalities campus-wide. The piece states that institutions must become “destination campuses for neurodivergent people” by embedding flexible pathways, sensory accommodations, and choice in how students engage, communicate, and learn.
