Inclusive Neurodiverse Campuses: A participatory approach to understanding neurodivergent belonging in higher education

A sense of belonging is linked to people’s engagement, performance and wellbeing in educational and workplace settings. However, previous literature on belonging at university lacks conceptual clarity, often using unidimensional measures that foreground social integration, which may not be valid and transferable to neurodivergent students and employees. Adopting an inclusive definition of neurodivergence, we report a participatory action research project in the context of a university in northern England, with the aim of understanding and promoting belonging on campus. At the first phase, 152 anonymous contributions were received across a multi-media cross-campus installation. Data were analysed using conventional content analysis, which identified key determinants of belonging for neurodivergent people: (1) Meaningful inclusive practice, characterised by flexibility and choice in learning, inclusion by default, validation and being believed; (2) Neurodivergent representation as a shared responsibility, supported by identity spaces and visible acceptance of difference; and (3) Navigating time, space and transition, highlighting the interdependency between space and experience, via constant cost-benefit decision-making. These themes informed a second phase of in-depth interviews with staff and students (n=13), analysed using reflexive thematic analysis. The findings are presented as a Model of Neurodivergent Belonging at University, framed through five questions that people negotiate to actively construct a sense of belonging in their contexts. We conclude that belonging at university for neurodivergent people requires authentic acceptance, rather than assimilation or institutional affiliation. Making small, achievable changes across university systems can cascade into meaningful gains in success and wellbeing for neurodivergent people.