Comment: Neurodiversity and belongingness
Comment piece by Jonathan Devine, Senior Lecturer in BNU's School of Health and Social Care Professions
Belongingness is a crucial aspect of higher education that can have a significant impact on learners’ academic success, motivation, and overall well-being. A sense of belonging is defined as “the extent to which students feel personally accepted, respected, included, and supported by others” in the university setting. Learners who feel a strong sense of belonging are more engaged, more likely to join university student associations, and make better connections with peers and staff.
Neurodiversity is estimated to be prevalent in 1 out of 100 individuals within the general population. However, the 2023 report ‘Who’s studying in HE?’ from The Higher Education Statistics Agency indicates that 7% of the undergraduate population is neurodiverse. It’s worth noting that both figures are likely underestimated. Despite the seemingly higher number of neurodiverse persons in higher education, they are unfortunately more likely to discontinue their studies compared to their neurotypical counterparts. Neurodiverse learners often experience a lack of belongingness due to negative experiences of education in the past, which can have an enduring effect on their self-esteem. A hidden curriculum often dictates learner interactions and behaviours, with acceptance typically granted to those who conform to a neurotypical standard. Differences can often be misunderstood and are unlikely to be recognised as academic excellence or originality.
HEIs can certainly implement numerous measures to foster an inclusive environment. This post offers some food for thought regarding the use of language. When discussing neurodiversity, the language of pathology, including terms like ‘impairment’ or ‘deficit’, is often employed. While such language may be appropriate in certain contexts (for instance, when referring to specific medical terminology), it’s crucial to remember its ableist implications. For some neurodiverse individuals, this language can reinforce their past negative educational experiences, making them feel more like a diagnosis than an individual.
So, how can we cultivate an inclusive environment that promotes a sense of belonging through language? The best practice would be to understand each learner individually, listen to them, and respect their preferences. However, this may not always be feasible, such as when preparing a lecture on neurodiversity for a large cohort or meeting a neurodivergent individual for the first time. To enhance feelings of belongingness, in such situations, perhaps we should be adopting more neutral language, such as ‘individual ability’, ‘characteristics’, or ‘difference’ rather than resorting to the pathological language described above.
For further information specifically related to language, the National Autistic Society provides helpful guidance on how to talk and write about autism. The link to this can be found below:
National Autistic Society (How to talk and write about autism)
Lastly, it is important to recognise that neurodiverse learners have unique strengths and abilities that should be celebrated and encouraged. By creating a safe space for learners to feel like themselves and be able to thrive, we can all foster a sense of belongingness that positively impacts the academic success and emotional well-being of our learners.
Bibliography
Bottema-Beutel, K., Kapp, S., Lester, J., Sasson, N., and Head, B. (2021) ‘Avoiding ableist language: suggestions for autism researchers’, Autism in Adulthood, 3(1), pp. 18–29.
Hamilton, L.G. & Petty, S. (2023) ‘Compassionate pedagogy for neurodiversity in higher education: A conceptual analysis’, Frontiers in Psychology,14:1093290.
Higher Education Statistics Agency (2023) Who’s studying in HE?: Personal Characteristics. Available at: https://www.hesa.ac.uk/data-and-analysis/students/whos-in-he/characteri…
Hong, J., Bishop-Fitzpatrick, L., Smith, L., Greenberg, J., and Mailick, M. (2016) ‘Factors associated with subjective quality of life of adults with autism spectrum disorder: self-report versus maternal reports’, Journal of Autism and Developmental Disorders, 46(4), pp.1368–1378.
Sulaimani, M., and Gut, D. (2019) ‘Hidden curriculum in a special education context: the case of individuals with autism’, Journal of Educational Research and Practice, 9(1), pp. 30–39.