NDHE3

Presented by Antony Stones

"Diagnosis of ADHD, at the age of 44, allowed me to acknowledge and process the impact that the traits of ADHD had on my education, relationships, and employment. As a Senior Lecturer in Paramedic Science, I am aware of the prevalence of ADHD traits among Student Paramedics. Consequently, I have sought to answer the question 'Has ADHD influenced me becoming a paramedic?'.

Exploration of data harvested from four artefacts - a culture-gram exploring my relationship with society, culture, and community; an autobiographical timeline illustrating how factors identified within the culture-gram vary over time; a free-writing exercise exploring my experience of undiagnosed ADHD and becoming a paramedic; a cultural artefact (poetry manuscript) that illustrates my lived experience of undiagnosed ADHD - identified three themes (Relationship with the self, Relationship with the immediate, and Relationship with the distant) and associated subthemes.

These themes then scaffolded an exploration of many of the traits associated with ADHD, including some of those such as rejection sensitivity and object impermanence that are not adequately acknowledged in diagnostic tools and criteria. This resulted in the conclusion that ADHD may not have caused me to become a paramedic, but the career choice was strongly influenced by my neurodivergence."

Presented by Dr Sarah Louise O'Hara

"This presentation considers how embracing my late diagnosed dyslexia allows me to challenge normative practices of learning and teaching within Canterbury Christ Church University. My initial research considered how the voice of dyslexic academics’ challenges stereotyping of dyslexia in higher education. From this I helped develop a Staff Network for Colleagues who identify as being neurodiverse. This network allows members to both support each other and has given us a collective voice to challenge organisational practices. Operating under Charter House Rules we can speak freely in a non-judgmental way.

I am now involved in delivery of Inclusive Practice Module the Postgraduate Certificate of Academic Practice which is undertaken by all new academics to CCCU. Within the session I ask the group to consider their own academic privilege and their own behaviours in the classroom environment. We set the classroom environment; adjust the lights, normalise fidgeting, agree rest breaks and how we are going to manage questions. Then when we feel comfortable, we think about how the students feel and why we could do the same in own classrooms.We consider how ‘reasonable adjustments’ for everyone removes the focus on one student and opens the opportunity for developing self-advocacy rather than resilience."

Ellie Horton (PGR) will present findings from her PhD longitudinal study. Daniel Tones (Alumni) will talk about his own lived experiences and taking part in a participatory project. Please submit a question here for Dan and the panel.

Presented by Lizzie Shearing

"Starting university is a big step for any student, but for those who are neurodivergent (such as individuals with autism, ADHD, dyslexia, or dyspraxia) it often brings additional layers of complexity. This short talk offers a practical overview of how to navigate the transition into higher education successfully within the context of neurodiversity. I will highlight some common challenges faced by neurodivergent students during the move to university life, including adapting to new routines, managing independent learning, and coping with changes in social and sensory environments

Drawing on personal experience and professional insight, I outline key strategies that can help neurodivergent students feel more prepared and supported, from understanding how to access reasonable adjustments, to building in helpful routines and finding the right support networks early on. The session will also briefly touch on what universities can do to be more inclusive from the outset.

The aim is to provide both students and staff with clear, actionable ideas that support a smoother transition, reduce overwhelm, and help neurodivergent learners feel confident as they begin this new chapter in their education journey."

Presented by University of Warwick Disability Team

Presented by Dr Alana James

"Increasing numbers of autistic students are entering university. However, compared to their peers, autistic graduates experience poorer degree class and employment outcomes. Our research explores the support for the transition out of university and how it can be improved.

In Study 1, 34 autistic graduates from multiple universities answered a questionnaire about their experiences. In the 6 months pre-graduation, 59% had accessed emotion-related transition support and 70% accessed career-related support. Post-graduation, one-third had accessed any support. Participants reported mixed experiences and would appreciate autism-specific support, as well as support for the life changes involved, career planning, and employment accessibility.

In Study 2, we conducted thematic analysis of interviews with 12 staff in Careers and Disability Services in 3 universities. Staff perceived autistic students to struggle with the life changes involved in leaving university and to lack confidence entering the workplace. Interviewees felt that support could be enhanced through focusing upon workplace accessibility and students’ strengths and needs, and greater advertising, resourcing, and coordinated working of university services.

We advocate for universities to take a strengths-based approach to supporting autistic students with the transition out of university. Effective support would go beyond careers support and recognise the broader life changes involved."

Presented by Dr Gillian Smith and Dr Louise Innes

"ADHD, which is more prevalent amongst university students than the wider population, has significant impacts on academic performance and Learning Developers are often required to support these students and their complex needs. Despite this trend, there is little guidance on how students with ADHD can be supported, and where advice exists it is vague. Thus, there is an increasing call for evidence-based guidance for practitioners in academic support roles working with these students.

In this workshop, we will present our ALDinHE-funded research which uses focus groups, interviews and subsequent thematic analysis to investigate the experiences of both students and learning developers to:

1. Explore the role(s) of Learning Developers in supporting students with ADHD, including current and best practices.
2. Identify barriers faced by students with ADHD and effective strategies used to mitigate these.
3. Create a resource to guide Learning Developers supporting students with ADHD.

The research team will outline progress and findings from the project. We will also present a first look at our framework for supporting students with ADHD and welcome feedback and insights from the audience which will be used to develop this further."

Tenisha White is an award-winning Director, Producer, and Writer. Tenisha will be delivering a monologue of Inner Child Work: How Your Past Shapes Your Present with interactive elements and a closing meditation.

Presented by Caryll Jack

Autistic and/or ADHD student primary teachers face increased barriers to successful completion of professional qualification degree programmes than their neurotypical peers. Encouraging acceptance, recognising strengths, and facilitating an increase in inclusive practice for Autistic/ADHD student teachers to thrive are necessary to reduce barriers to entering that profession, increase qualification success, and improve retention pre and post qualification. The aim of this presentation is to examine the author’s reflections as a late-diagnosed neurodivergent former primary teacher about lived experiences shared with and by current Autistic/ADHD student primary teachers. Direct participant quotes from ongoing research bridge the existential gap between the author’s now lecturer/aware self and then student/teacher unaware self. Together, their collective voices raise questions about inclusive practice in initial teacher education placement processes in Scotland; consider lived experience, advocacy and representation; and reflect upon the iterative nature of identity in different educational contexts encountered. Liminal identity features as the researcher considers what it is to 'become' and own a defining part of a social self, personally and professionally, through the additional lens of neurodivergence.

Presented by Dr Emily Öhlund

"This presentation will cover the outcomes of this PhD research:

Little is known about how the learning difficulty dyspraxia (also known as Developmental Coordination Disorder) impacts craftspeople. This research helps to identify the struggles of adults undertaking postgraduate craft education, whilst recognising when sensory and perceptual divergences can be advantageous. It contributes to knowledge of dyspraxia within the context of craft practice and education, informing the study of art education, practice led research and neurodivergence in higher education.The strength of the research lies in the clear and sensitive insights into the experience of living and studying in higher education with dyspraxia. It is a mixed-method qualitative study combining autoethnography and in-depth case studies of six craftswomen. Their narratives reveal truths that are often at odds with common assumptions and general beliefs about dyspraxia. As a dyspraxic maker myself I share the interviewees’ experiences and take a sensitive approach throughout the research. This empathetic attitude derives from lived experience and is a vital component in the authentic re-telling of their stories. It also helps to counteract the narrative of scientific evidence surrounding dyspraxia, which present it as purely a deficit. Instead, I encourage a more considered unpacking of the complex dynamics of the dyspraxic experience: the significant role that sensory experience plays, the strengths, the weaknesses and how all these issues are intertwined. I focus on both academic work in the art education context and embodied knowledge, addressing both the motor and cognitive aspects of dyspraxia.

Research material is analysed using experiential thematic analysis. The themes are organised into categories: Diagnosis, Personal History and Shared Experience, the Creative Process, Sensory Experience, and Environment. Motor difficulties were revealed to have a negligible impact on manual practices, while difficulties with executive function are of serious concern, with far-reaching influence on both personal and professional lives. This knowledge can be used to better understand the dyspraxic experience and strengthen support strategies for dyspraxic students in higher education."

Join our speakers for a Q&A Panel session on the theme of Lived Experience. Submit a question here.

Presented by Jenny Sanders

"This presentation will provide an overview of some of the student-led initiatives developed within the School of Social Sciences. These projects help amplify the voice, hear the lived experience of and celebrate our neurodivergent students!

Projects include:

·Open Forum for Disabled Students - a formal, regular space for students with disabilities to join together, along with relevant staff to share their experience leading to developments and change. Very popular with our ND population.

·Disabled Student Profiles - a suggestion from the Open Forum, a project to develop digital resources created by ND students that tell the reality of being a disabled student. The aim is to raise awareness amongst staff and students and improve the disabled student experience.

·ND Celebration Week events - an overview of the events which were facilitated by ND students as part of ND Celebration Week 2025.

·ND Buddying - piloted in 2024/25 a buddying scheme where current ND students support new ND students to navigate the transition to University.

We'll discuss how these projects/initiatives were developed (all from ND students’ ideas and with them as key stakeholders), reflections on their success and plans for 2025/26."

Presented by Helen Freeman and Janet Winter

The ADHD Wellbeing Peer Support Group is an initiative designed for students who either have a diagnosis of ADHD or are currently awaiting assessment. Our primary goal is to provide a supportive environment where information and guidance can be shared among peers who understand similar challenges. The group aims to create a space for open discussions about ADHD experiences and to offer psychoeducation regarding the diagnosis process. Additionally, we seek to facilitate the sharing of coping strategies and to provide a nurturing atmosphere for those navigating the assessment process or contemplating it. We hold weekly meetings during term time every Tuesday from 4 to 5 PM at the reception area of the Wellbeing Support located on the ground floor of Senate House. Attendance is on a drop-in basis, meaning there’s no need for prior booking. During our sessions, members suggest topics for discussion, allowing us to explore a variety of subjects, such as time management, procrastination, and sensory tools. Occasionally, we invite guest speakers to enrich our discussions. Since our inception, we have experienced a notable increase in referrals in the second year compared to the last academic year. Feedback from attendees indicates that they greatly value the opportunity to share their experiences and consider diverse topics and strategies within a supportive community.

Presented by Dr Olajumoke Omowunmi Olanipekun

Neurodiverse students (those with conditions such as autism, ADHD, dyslexia, and dyspraxia) face unique academic and social challenges in higher education environments not fully equipped to support them. The study discussed explores the lived experiences of neurodiverse students in Nigerian universities, identifies institutional gaps in support, and proposes inclusive practices and policies. Using a descriptive approach involving surveys across selected tertiary institutions, the research reveals a disconnect between student needs and institutional readiness. Findings underscore the urgent need for tailored support services, staff training, and inclusive policy frameworks. This presentation provides actionable recommendations for educational psychologists and policy developers.

Presented by Giorgia Pigato and Daniel Gill

"In this interactive workshop, co-led with a student, we will explore barriers that learners who learn differently face in higher education. We will share practical strategies and tools to help educators make their teaching more inclusive, from module design to delivery and assessment. Through group work and collaborative discussions, participants will reflect on their current practice and identify changes they can implement in their own contexts.

By the end of the session, you will have considered how to address barriers for neurodivergent learners and how to create more inclusive and supportive learning environments. You will also leave with practical ideas for building resources and examples of good practice that can be adapted to your own modules.

After completing this workshop, you will be better able to:

• Address barriers for neurodivergent learners in the classroom.
• Reflect on inclusive practice in the design, delivery, and assessment of your modules.
• Apply strategies and tools to support neurodivergent learners in higher education."

John Bernard is a poet who tackles social issues faced by young people in his community through his powerful Spoken Word Poetry.

Presented by Jenny Sanders

As well as potential struggles with joining university, research (Tomlinson et al., 2024) tells us that ND graduates, particularly those who are autistic, experience challenges in gaining employment and difficulties integrating into neurotypical workplaces. There have been recommends for HE institutions to create supportive structures where ND students feel listened to and valued, share good practice from disability professionals, and commit to education that is co-facilitated by ND people (). Working with our Student Executive (Disability) and Alumni Fellowship Scheme we have developed a scheme for 8 final year ND students to be mentored by Alumni who are ND or have extensive experience working with neurodiversity. The scheme’s objectives are for students to have an increased confidence in transitioning from student to graduate and have an increased awareness of neurodiversity support in the workplace. The mentors will support students across April to October, offering invaluable, experience-based support and advice during the critical period of change: student to graduate. This presentation will cover the development (recruitment of students and alumni, creation of scheme resources), implementation (scheme launch, ongoing mentoring relationship, support) and evaluation of the Scheme.

Presented by Lydia Bark

"This presentation will discuss the dissertation research project I am completing as part of my MA, starting with exploring how my own lived experiences as a neurodivergent and disabled student have driven me to pursue research that is focused on developing institutional understanding on how to provide specific, relevant, and effective careers and employability support for neurodivergent/disabled students. I will then discuss how I used qualitative data research to ensure the student voice is centred in my research and that lived experiences, ideas and perspectives are used to explore how ‘employability’ is defined, felt, and related to by neurodivergent/disabled students at the University of Sheffield. I will then examine how understanding the student voice, with its distinct variety of perspectives and experiences, informed my research to explore how narratives impacting neurodivergent/disabled students are affected by cultural influences, including narratives created by the university. Exploring these narratives in this way will enable a deeper understanding of the university's role in providing effective and relevant careers and employability support that reflects the narratives shaping neurodivergent/disabled students’ employability thinking. The presentation ends with my key findings from the research and what future research questions need to be addressed."

Presented by the Warwick Employability team

Presented by Antony Stones

Qualitative research is structured, and guided, by the researcher’s ontological beliefs and chosen epistemological approach. However, existent paradigms are best suited to a neurotypical researcher and neurotypical study population. Increasing awareness of Attention Deficit/Hyperactivity Disorder (ADHD) has contributed to it, and neurodivergence more broadly, becoming a focal point for qualitative research. However, the reduction in metacognition and alexithymia associated with ADHD may impact the participant’s ability to understand, and therefore answer, the researcher’s question as it was intended. Furthermore, the same mechanisms may result in the researcher not interpreting, and therefore understanding, the answer as it was intended. As such, accepted paradigms in research philosophy do not allow for robust analysis of or by neurodivergent people.

Within this workshop, the bi-directional relationship between ADHD and current research philosophy (i.e. the impact of ADHD traits on the individual’s alignment with research paradigms and the manner in which accepted paradigms view neurodivergence) will be explored. Subsequently, the requirements and aims of a neurodiverse-accommodating research philosophy will be discussed. The stated intention is to develop the framework for a research philosophy that accommodates the ontological and epistemological views associated with traits of ADHD, enabling comprehensive and trustworthy research.

Presented by Dr Brian Irvine, Lucy Delow and Amanda Holt

"Join us for a live recording of Neuromentoring, a podcast that explores what mentoring is in these neurodiverse spaces we call universities. In this special session, hosts Brian Irvine (CRAE, IOE, UCL) Lucy Dellow and Amanda Holt (Bridge Mentoring) will bring their collaborative conversations to the conference stage. Together, they will reflect on the changing and growing role of specialist mentors who support neurodivergent students in navigating academic life whilst poking unjust institutional structures.

Rather than a traditional workshop, this session invites audience members to shape the discussion. After brief introductions and scene-setting from Brian, Lucy and Amanda, the floor will be opened to audience questions - about mentoring challenges, the politics of ‘support’, and what neurodiversity-affirming practice can really, properly look like.

This recorded episode will form part of an ongoing series (available on Spotify and other platforms) that nurtures the expertise of those working at the intersection of neurodiversity, higher education, and lived experience. Whether you're a mentor, researcher, academic, or student, your reflections will help take this conversation beyond NDinHE3. This session will be recorded for a future episode of the Neuromentoring podcast. By attending and participating, you are giving your implicit consent to be included in the recording, which may be publicly available. If you would prefer not to be recorded, please speak to the hosts beforehand and we’ll do our best to accommodate."

Join Warwick ADHD Society for an interactive and creative session of aerial pole.