‘A Menu Would be Sweet’: A Framework Analysis of the Disclosure and Supports Experiences of Higher Education Students with Neurodivergent or Mental-health Conditions

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Abstract
Background: Neurodivergent students experience less success than non-neurodivergent students and underutilise available supports, as do students with mental-health conditions (MHCs). While autistic students’ disclosure and supports experiences have been examined, less is known about students with other/multiple neurodivergent conditions and non-neurodivergent students with MHCs. Method: We captured diagnoses, disclosure experiences, and supports used and wanted from 131 neurodivergent and 41 non-neurodivergent Australasian students via a mixed-methods survey. We compared groups quantitatively, and qualitatively using framework analysis. Results: More neurodivergent students disclosed to their institutions (47–19%), accessed supports (55–38%), and used more supports than non-neurodivergent students with current MHCs. Only neurodivergent students endorsed themes of ‘ shame ’, ‘ identity and transparency ’, ‘ diagnosed during higher education ’, and ‘ why discontinued ’, while more non-neurodivergent students queried ‘ is disclosure worth i t’, having ‘ found ways to compensate ’. Neurodivergent students contributed five times as many comments, and the majority wanted supports led by neurodivergent mentors/facilitators. Conclusion: Neurodivergent students reported more experiences of stigma and discrimination, including from peers, which may impact whether and where they seek support. Disclosure-related processes and costs impacted differently, yet both groups wanted more kindness and flexibility from educators. Registration processes need simplification, and new supports must be co-designed to improve student outcomes.

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