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Exploring the Perspectives of Australian Neurodivergent University Students

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Title: Exploring the Perspectives of Australian Neurodivergent University Students
Language: English
Authors: Kathryn Gibbs (ORCID 0000-0002-0826-767X), Kate Simpson (ORCID 0000-0003-0743-7304), Jessica Paynter (ORCID 0000-0003-0130-0606), Cathy Easte, James Fowler
Source: Australian Educational Researcher. 2025 52(3):2665-2687.
Availability: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Peer Reviewed: Y
Page Count: 23
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Foreign Countries, Neurodevelopmental Disorders, Autism Spectrum Disorders, Attention Deficit Hyperactivity Disorder, College Students, Student Attitudes, Student Experience, Student School Relationship, Academic Achievement, Learner Engagement
Geographic Terms: Australia
DOI: 10.1007/s13384-025-00828-2
ISSN: 0311-6999
2210-5328
Abstract: More Australian students who are neurodivergent are entering post-secondary education. Experiences of higher education varies for these students. We investigated the university experience of 33 neurodivergent undergraduates in higher education through individual semi-structured interviews. Participants were enrolled in Education or Health Sciences. Data were analysed using thematic analysis and three major themes were identified: lived perspectives at university, connections to learning at university, and achieving academic success at university. Experiences at university included mixed results, with some students enjoying university and achieving academic success but for others, higher education is challenging. Findings identify reported benefits that contribute to student academic success in post-secondary education and recommendations to further enhance the university experience for neurodivergent students. The findings link to the growing body of research in this important area to ensure that neurodivergent students flourish in higher education.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1487851
Database: ERIC
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  Data: <searchLink fieldCode="AR" term="%22Kathryn+Gibbs%22">Kathryn Gibbs</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-0826-767X">0000-0002-0826-767X</externalLink>)<br /><searchLink fieldCode="AR" term="%22Kate+Simpson%22">Kate Simpson</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0003-0743-7304">0000-0003-0743-7304</externalLink>)<br /><searchLink fieldCode="AR" term="%22Jessica+Paynter%22">Jessica Paynter</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0003-0130-0606">0000-0003-0130-0606</externalLink>)<br /><searchLink fieldCode="AR" term="%22Cathy+Easte%22">Cathy Easte</searchLink><br /><searchLink fieldCode="AR" term="%22James+Fowler%22">James Fowler</searchLink>
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  Data: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
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  Data: 10.1007/s13384-025-00828-2
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  Data: More Australian students who are neurodivergent are entering post-secondary education. Experiences of higher education varies for these students. We investigated the university experience of 33 neurodivergent undergraduates in higher education through individual semi-structured interviews. Participants were enrolled in Education or Health Sciences. Data were analysed using thematic analysis and three major themes were identified: lived perspectives at university, connections to learning at university, and achieving academic success at university. Experiences at university included mixed results, with some students enjoying university and achieving academic success but for others, higher education is challenging. Findings identify reported benefits that contribute to student academic success in post-secondary education and recommendations to further enhance the university experience for neurodivergent students. The findings link to the growing body of research in this important area to ensure that neurodivergent students flourish in higher education.
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