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Imagine moving through life never quite sure why everything felt harder than it should. For many people, an ADHD or autism diagnosis is the click, the missing piece that suddenly makes the whole picture clearer.
After the rush of relief, elation and grief a diagnosis can bring comes the realisation that you don’t have to keep contorting yourself to fit in. It can also give you a new direction, a chance to pursue your passion and for many, that means starting or returning to university.
Through her work on inclusive learning at Deakin’s School of Psychology, Dr Laura Pecora is exploring the changes that make university a place where neurodivergent students can flourish.
What Pecora is noticing up close is mirrored at a national level. The Australian Government’s Universities Accord and the new National Autism Strategy are recognising neurodivergent students as a core part of the future and sending a clear signal that universities shine brightest when every kind of mind belongs.
Almost one in four kids in Australian classrooms are now identified with a disability, with ADHD and autism driving much of the rise. Schools are adapting, and families are right there beside them, backing their kids every step of the way.
But this isn’t just about more visibility, it’s also about barriers. Research from Deakin shows that ADHD diagnosis and treatment costs can vary wildly across Australia, with many families facing long waitlists or significant out-of-pocket expenses
In the process of advocating for their children, many parents come to realise, ‘Oh, maybe I’m neurodivergent too.’ A late diagnosis can flip the script, sparking a life or career rethink and for some, that means returning to study.
‘A late diagnosis can reshape identity in really positive ways,’ says Pecora. ‘It helps students understand themselves differently, which can fuel confidence in higher education.’
The numbers show just how big this shift is. In the past decade, ADHD diagnoses in Australian adults have soared more than 450 per cent. Universities are feeling the ripple, with school-leavers arriving with stronger self-awareness and mature-age students showing up inspired to study.
As Pecora says, ‘We’re seeing more neurodivergent students than ever entering higher education, some diagnosed early, others later in life. When universities respond with inclusive learning, those students don’t just get through their courses, they find belonging.’
The Universities Accord is the Australian Government’s big-picture plan for the future of higher education. You can think of it as a roadmap that lays out who gets to study, how support is offered and what real success should look like. At its heart is equity and not everyone begins in the same place, so students may need different pathways, adjustments or resources to reach their goals.
Neurodivergent students are now formally recognised as a core equity group, meaning the government acknowledges this group has historically faced barriers in higher education and is committed to closing that gap. For universities, it means going beyond simply opening the door, but making sure students can step through and keep moving forward once they’re inside.
And the momentum is significant, says Pecora., ‘The National Strategies are seeking to advocate for change to enhance the lived experiences of the neurodivergent community, with education a key target area. It’s about shifting systems, so students are genuinely supported to succeed.’
The Accord puts neurodivergent students in the picture from the very beginning and marks a shift towards designing systems that are both inclusive and enduring. By 2050, the number of neurodivergent students on campus will mirror the wider community.
The National Autism Strategy, shaped with input from autistic communities, carries the same message. While it stretches across health, housing and employment too, its vision for education is clear: inclusion is the baseline.
For many neurodivergent students, managing the demands of education can be exhausting. Masking through classes, holding back the need to stim, struggling to process verbal instructions or pushing through sensory overload just to keep up can take a real toll. Over time, the pressure builds into burnout, and study can feel too overwhelming to continue.
So how do you make study more manageable and sustainable as a neurodivergent student? As Pecora explains, the starting point is often practical: smoother transitions into study, meaningful adjustments, accessible curricula and opportunities to connect with others.
Inclusive frameworks such as Universal Design for Learning build on this, recognising that brains work differently and that difference is a strength, giving neurodivergent students more than one way to engage and succeed with their learning.
Here’s what inclusive learning can look like:
And with this approach, neurodivergent students report higher engagement and lower dropout rates evidence that flexibility changes the game, helping students move from just getting by to actually feeling confident and supported.
Pecora points out that the challenges neurodivergent students face are less about their ability to learn and more about ‘whether the environment is designed to support them.’
For many neurodivergent students, the biggest hurdle isn’t the subject matter itself, it’s everything that surrounds it. From the way classes are run, to how assessments are set, to whether there’s space on campus where you can recharge without feeling overwhelmed, the environment can make all the difference to whether study feels possible.
Meaningful higher education support shows up in all kinds of ways, like:
Together, they’re the building blocks of inclusive learning , the same kinds of changes highlighted in the Government’s Universities Accord, which calls for stronger higher education support for neurodivergent students.
As Pecora says, ‘All students deserve high quality educational experiences that set them up for professional success and personal fulfilment. That’s especially true for neurodivergent students, who may have spent years feeling misunderstood. When their needs are recognised and respected, they can not only succeed but thrive.’
