Spotted with AuDHD: Seeing Yourself in a Mentor Who Sees You

This essay explores the experiences of a neurodivergent academic navigating the challenges of masking autism and ADHD (AuDHD) traits in a higher education setting. The subject, who is also transgender and assigned female at birth, was late diagnosed and used a compensatory strategy of academic excellence to mitigate social exclusion. A pivotal mentorship with Dr. Harriet Dashnow, a postdoctoral researcher with the same neurodivergent identity, highlights the significance of representation and authentic support. Dr. Dashnow's mentorship, characterized by both practical advice and direct advocacy, paved the way for higher education success while empowering the mentee to show up fully within academia. This case study emphasizes the critical role of understanding and supportive mentorship in the success of neurodivergent individuals in academia.