Quality of life and university experiences of neurodivergent students in Brazilian higher education

Neurodivergent students are increasingly represented in higher education, yet little is known about their quality of life and university experiences, particularly in middle-income countries. This study aimed to characterize the quality of life and academic experiences of neurodivergent university students in Brazil using a mixed-methods approach. This cross-sectional mixed-methods study included 80 neurodivergent university students enrolled in Brazilian higher education institutions. Participants completed the WHOQOL-BREF-ID, WHOQOL-DIS, and an open-ended questionnaire exploring university experiences. Quantitative data were analyzed using nonparametric statistics, and qualitative responses underwent reflexive thematic analysis. Students with co-occurring autism spectrum disorder (ASD) and attention-deficit/hyperactivity disorder (ADHD) reported significantly poorer psychological well-being than students with ASD alone, and lower social inclusion than students with ADHD alone. Higher socioeconomic status was associated with better environmental quality of life, social inclusion, and disability-related quality of life. Qualitative findings identified insufficient institutional support, academic demands, stigma, and barriers to social participation as major challenges, while also highlighting participants’ strengths and recommendations for more accessible and neurodiversity-affirming university environments. Neurodivergent university students experience persistent barriers that extend beyond academic accommodations to include social participation, institutional culture, and accessibility. The poorer outcomes observed among students with co-occurring ASD and ADHD, though preliminary, suggest that this subgroup may benefit from more individualized support. These findings support comprehensive, neurodiversity-affirming institutional strategies to promote inclusion and well-being in higher education.