Neurodivergent Conditions Critically Limit Societal Participation—The Case of Dyscalculia in Adults

Mathematical skills are crucial in our modern knowledge society. Consequently, poor mathematical skills can significantly limit societal participation in terms of academic but also life prospects more generally. However, little is known about specific consequences of mathematical learning difficulties like dyscalculia in adults. In this study, we conducted a thematic analysis of anamnestic interview data from 18 university students with dyscalculia presenting at a university clinic for students with neurodevelopmental conditions. Results indicated three major themes. First, all participants reported significant number-related key deficits with basic mathematical skills and arithmetic operations. Second, considerable daily struggles , in particular regarding money usage and time management were indicated. Third, severe emotional and behavioral consequences, such as shame, mathematics anxiety, and avoidance behavior emerged. Together, our findings underscore the impact of dyscalculia on the academic and personal lives of adult university students. Considerable everyday strain resulted in lasting emotional and behavioral consequences. Despite these experienced limitations, dyscalculia in adults remains largely neglected in academic and societal discourse on neurodivergence. By examining this frequently overlooked form of neurodivergence, our study contributes to a critical perspective on neurodiversity, calling for a more inclusive understanding of neurodevelopmental differences. Lay Abstract Mathematical skills are essential in our modern world and difficulties with math can significantly impact a person's life, from their education to their daily activities. Yet, little is known about the specific challenges that adults with a mathematical learning difficulty like dyscalculia face. This study looked at the experiences of university students with dyscalculia who sought help at a university clinic that supports students with neurodevelopmental conditions like ADHD, autism, and learning disorders. We spoke with 18 university students to learn about their struggles. Our conversations revealed three key areas of difficulty. First, all participants reported fundamental problems with numbers and basic calculations. These issues were not just limited to academics; they also caused significant daily struggles with common tasks like managing money and understanding time. These challenges, in turn, had a profound emotional impact. The students described feeling shame and anxiety about math, and often went to great lengths to avoid situations involving numbers. Our findings show that dyscalculia can significantly impact an adult's life, affecting their studies, personal life and emotional well-being. By shedding light on the experiences of these students, we hope to start a broader conversation about dyscalculia and create a more inclusive understanding of neurodevelopmental differences. By exploring the experiences of adults with dyscalculia, our work highlights the need for greater understanding, recognition, and support for this often-overlooked group.