@inbook{b0992ed9254f494ab5584cc7b68a117d,
title = "Sharing our experiences of supporting neurodivergent students in higher education",
abstract = "Higher education staff, both professional services and academic, are increasingly encountering neurodivergent students in their day-to-day practice. Pastoral support and access to adjustments can be complex for this cohort of students with the broad range of presentations, unique challenges and needs found in this diverse group. While registering with disability offices can allow access to adjustments, it is the staff who engage with these students every day who are in a powerful place to help students to thrive at university by adding nuance and additional adjustments to their learning experience. However, evidence for the range of bespoke accommodations that staff and students develop are thin on the ground. This chapter provides our observations of the challenges as well as practical suggestions on supportive approaches based on our lived experience. ",
keywords = "Inclusion, Chemistry education, Neurodiversity, Undergraduate education, Postgraduate education, Professional services, Student welfare, Student support",
author = "O'Donoghue, \{J. E.\} and Ross, \{K. S.\}",
year = "2026",
month = jan,
day = "16",
doi = "10.1039/9781837678600-00172",
language = "English",
isbn = "9781837675241",
series = "Advances in chemistry education series",
publisher = "Royal Society of Chemistry",
pages = "172--195",
editor = "Jane Essex",
booktitle = "Inclusive and accessible chemistry for further and higher education",
address = "United Kingdom",
}
