Universal Design for Learning in Higher Education and Its Impact on Neurodivergent Students’ Experiences: A Systematic Review

Neurodivergent students are enrolling in higher education in increasing numbers. Yet, they continue to experience disproportionately low completion rates, often due to inaccessible teaching practices and learning environments that undermine their academic success. Consequently, Universal Design for Learning (UDL) has been proposed as a promising framework for inclusive practices that may help reduce systemic barriers for all students, including those who are neurodivergent. This systematic review, therefore, aims to examine how the implementation of UDL affects neurodivergent university students’ experiences. A systematic search of PsycINFO, Scopus, PubMed, and ERIC databases generated 697 records. Following the screening of titles, abstracts, and full-texts, 20 peer-reviewed articles were included in our analyses. First- and second-order constructs were extracted and analysed using reflexive thematic analysis. Based on the data, we developed three overarching themes and ten subthemes. The first theme describes the persistent barriers experienced by neurodivergent students, despite UDL being presumably implemented. These barriers include limited understanding of neurodivergence and inflexible teaching practices. The second theme highlights the importance of clear communication, accessible learning environments, and varied assessment options. The third and final theme focuses on the positive impact of inclusive practices on student motivation, skill development, and enjoyment. While strategies designed in line with UDL showed promise, their effectiveness was often undermined by a lack of staff knowledge about neurodivergence. Overall, UDL has significant potential to enhance neurodivergent students’ experiences in higher education. However, its success depends on intentional application, which is underpinned by staff understanding, flexibility, and genuine relational engagement.