Research agenda setting in the mental health of neurodivergent students: A qualitative exploration of student’s perspectives

Objectives

To identify research priorities for improving the mental health of neurodivergent higher education (HE) students by exploring the perspectives of individuals with lived experience.

Design

Qualitative study using an online survey. Data was analysed using a deductive–inductive, hybrid semantic thematic analysis.

Setting

UK higher education institutions.

Participants

104 current and former neurodivergent HE students with diverse neurodivergent profiles and intersecting identities.

Main outcome measures

Participant recommendations regarding priorities for future research on neurodivergent student mental health.

Results

Six themes were identified and were grouped into (1) general recommendations for research and (2) recommendations specific to neurodivergence within a HE context. Participants prioritised a shift away from medical model approaches towards research informed by social and strengths-based perspectives. Key priorities included improving understanding of diagnostic barriers and misdiagnosis, reducing stigma, investigating institutional barriers within HE, evaluating the effectiveness of support and accommodations and examining the experiences of underrepresented and intersectional groups. Participants emphasised the need for research on more flexible teaching practices, sensory-friendly learning environments, integrated mental health and educational support and alternatives to diagnosis-dependent access to services.

Conclusions

Future research should move beyond descriptive accounts towards evaluating interventions and current support provision to understand if they improve the mental health of neurodivergent students. Adopting intersectional approaches, moving beyond binary deficit- or strengths-based frameworks and focusing on inclusive, needs-based support rather than diagnosis-led systems are likely to produce more equitable and effective outcomes for neurodivergent students in higher education.

What is already known on this topic

• Neurodivergent higher education students experience poorer mental health than their neurotypical peers and face substantial barriers to accessing appropriate support.

• Although research priorities have been identified for neurodiversity in higher education, the mental health research priorities of neurodivergent students have received little attention.

What this study adds

• Neurodivergent students prioritised research that moves beyond medical-model approaches towards understanding institutional barriers, stigma, diagnostic pathways and the effectiveness of support in higher education.

• Participants also highlighted the need for greater attention to underrepresented groups and intersectional experiences within research.

How this study might affect research, practice or policy

• These findings provide a lived experience-informed research agenda to guide future research, funding priorities and support for neurodivergent students in higher education.