Comparing Disclosure and Supports used by Higher-Education Students with Neurodivergent or Mental Health Conditions.

BACKGROUND

Retention and academic success are associated with accessing supports for students with disabilities and/or mental health conditions (MHCs); however, many students do not disclose to their institution. While disclosure and supports use have been investigated for Autistic students, less is known about other neurodivergent students, those with multiple minority identities, and whether this differs from the experiences of non-neurodivergent students with MHCs (NND-MHCs).

METHODS

Using the bioecological framework, we investigated disclosure experiences and supports use for neurodivergent and NND-MHC students via an anonymous online survey capturing diagnoses, disclosure experiences, supports usage, and new supports wanted from 131 neurodivergent and 42 NND-MHC Australian and New Zealand higher education (HE) students. Kruskal-Wallis, Chi-square, and Fisher's Exact tests were used to compare neuro groups.

RESULTS

Neurodivergent participants were grouped into Autistic, Attention Deficity/Hyperactivity Disorder (ADHD), Autistic-and-ADHD (AuDHD), and ND-other. More AuDHD students disclosed to their institution than NND-MHC (83%-19%, < 0.001). Similar proportions of neurodivergent and NND-MHC students found disclosure helpful and intended to disclose in the future. Minority-identity scores differed significantly, but did not affect disclosure. More AuDHD students (74%) accessed supports than the other groups (38%-58%), but this was not significant ( = 0.074). There were significant group differences in use of note-takers, extended time for examinations/assignments, computer use in examinations, group project alternatives, and modified orientation. NND-MHC students reported lower overall supports use than the neurodivergent groups, = 0.028. Support helpfulness ratings were similar for neurodivergent (95%) and NND-MHC (96%) students. Neurodivergent groups (77%-87%) wanted new neurodivergent-specific supports in both structured and unstructured formats, with neurodivergent mentors/facilitators preferred by the Autistic, ADHD, and AuDHD groups, 50%-71%.

CONCLUSION

Apart from the AuDHD group, less than half of eligible students disclose to their institution or use supports, but when they do, they find them helpful. A more nuanced understanding of neurodivergent students' support needs is required to improve their HE experience and completion rates.