‘Imagine what we could achieve if we were supported to thrive’ Neurodivergent scholars navigating academia

This study explores the experiences of neurodivergent academic staff, focusing on those with ADHD (Attention Deficit/Hyperactivity Disorder), within a higher education institution. Despite increasing support for neurodivergent university students, the experiences of neurodivergent staff remain largely underexplored and their needs unaddressed. Using collaborative autoethnography, the authors, all neurodivergent academics, share our personal narratives to highlight both the strengths and challenges we face in academia. We employed metacognitive theory to answer the questions: What strategies do neurodivergent academics with ADHD use to navigate the academic environment? and What supports do neurodivergent academics with ADHD value at work or wish they had? Key findings revealed that while neurodivergent traits such as creativity, hyperfocus, and impulsivity can be advantageous, other traits may present significant challenges, including difficulties with time management, energy regulation, and navigating institutional norms. This study underscores the need for systemic changes in academic workplaces, advocating for greater flexibility, understanding, and structural inclusivity. By reframing neurodivergence from a deficit-based perspective to one that recognises and values diversity, this study calls for more inclusive policies and practices that support neurodivergent staff to thrive.