A Comparison of Neurodivergent and Non-Neurodivergent Students’ Characteristics and Higher Education Experiences in Australia and New Zealand

Background: Neurodivergent higher education (HE) students (those with autism, attention-deficit/hyperactivity disorder [ADHD], specific learning disorders [SpLD], motor disorders, and communication disorders) report lower course completion rates than non-neurodivergent students and may require additional support. Existing research investigating neurodivergent HE student experiences has focused primarily on autistic or ADHD students. Little is known about students with other neurodevelopmental and/or multiple neurodivergent conditions. While some institutions are becoming more neurodiversity affirming, increasing our understanding about neurodivergent and non-neurodivergent students’ differences will help institutions improve supports. Methods: Using the bioecological framework, this study compared 131 neurodivergent and 73 non-neurodivergent students on person-disposition characteristics (autistic and ADHD traits, executive functioning [EF], self-efficacy, and sensory sensitivities [SS]), person-resource characteristics (mental health and well-being), and HE context factors (social support, enjoyment, disclosure, support use, institution type, study load, and campus mode). We compared five student groups, Autistic, Autistic and ADHD (AuDHD), ADHD, Neurodivergent-other (SpLD, motor and/or communication disorders) and Non-neurodivergent groups on these variables. Results: Neurodivergent students had higher autistic and ADHD traits, SS, anxiety and depression, and lower EF, self-efficacy, well-being, and enjoyment than non-neurodivergent students. Students in the AuDHD group reported the highest levels of anxiety, depression, autistic traits and SS, and the lowest EF and enjoyment. Apart from the AuDHD group, most eligible students did not disclose their condition(s) to their institution, nor use supports, indicating that increased efforts are required to normalize disclosure and help-seeking. Conclusion: This study increases our understanding of differences between neurodivergent and non-neurodivergent students and highlights the particularly poor mental health and well-being of students with AuDHD. Implementing neurodiversity-affirming, sensory-friendly, and flexible learning environments would benefit all students, not just those registered for support, and could lead to improved mental health, enjoyment, and thus retention of this growing population.