Widening participation and engaging students with learning involves removing barriers, increasing inclusion and welcoming a diverse student population. Growing numbers of neurodiverse students are progressing onto higher education with or without a formal diagnosis. Academic colleagues may not have specific knowledge of the range of neurodiversity. The language we use when welcoming, supporting and engaging with our students needs to be carefully considered so that we do not exclude or put students off before they have the chance to fulfil their potential. This article explores some of the existing knowledge and provides insight from experiences facilitating online peer support skills development workshops for the neurodiverse community within a UK university.
Isabella Henman (Wed,) studied this question.