Chiara Horlin

Objectives: Evolving understanding of adult attention deficit hyperactivity disorder (ADHD) suggests that current diagnostic approaches may miss key features of adult presentation, including hyperfocus. This study explored hyperfocus in ADHD adults and its conceptual relatedness to ‘flow’. Methods: Seven U.K.-based ADHD adults participated in semi-structured interviews, analysed thematically. Hyperfocus triggers, contexts, and consequences were examined. Results: Hyperfocus was typically triggered by task interest, often under time constraint. Participants recognised patterns in hyperfocus but reported minimal control over its onset or cessation. The intensity and duration of hyperfocus episodes varied, with longer periods leading to significant physical, psychological, and social repercussions necessitating recovery. Conclusions: Hyperfocus in ADHD adults is complex, variable, and distinct from flow, having both adaptive and maladaptive aspects, depending on duration and intensity. We propose that future research should consider a new operationalisation of hyperfocus in ADHD that recognises these elements. These findings, particularly when considered within the context of monotropism, aid ADHD adults in understanding their own functioning and underscore the need to incorporate hyperfocus into clinical ADHD frameworks.

To adopt inclusive teaching practices that are effective and sustainable, we must first listen to and support our student and staff communities by cultivating a culture of inclusion before embedding this into our practice. This chapter explores the significant benefits of this approach but also some of the unique barriers and challenges. We share examples of our practice under key themes: visibility; representation & authenticity in the workplace; the importance of unique and safe spaces; reflective activities; curriculum changes; scholarship; student involvement and voice; monitoring inclusivity outcomes for improvement; and acknowledging the vital role of intersectionality when teaching psychology.We discuss how implementing these practices has fostered greater awareness of the challenges faced by marginalized communities among educators, enabling more targeted and supportive action for university communities.

Purpose of Review: Here we synthesise key recent (2021–2024) research that aims to understand the experience of autistic people, both staff and students, who navigate the Higher Education (HE) environment. Recent Findings: Autistic students and staff continue to experience a lack of flexible, consistent and personalised support within the HE context, and tensions remain between the benefits of disclosure and the discrimination that may result. Significant missed opportunities remain for greater social, emotional and practical supports for autistic members of the HE community. Summary: Distinct barriers to both access and ‘flourishing’ for autistic people within HE remain. Personal narratives continue to describe a range of both positive and negative experiences within HE, yet it remains clear that HE may be inherently hostile in its setup, and that it takes a great deal of effort to fight against this.

After the return to on-campus teaching post-Covid, reports of student disengagement and low attendance are common and anxieties over the relationship between lecture recordings and attendance have re-emerged, leading some educators to remove recordings. To understand the potential impact of such decisions, this study explored how neurodivergent and disabled students use recordings using a qualitative survey approach. Reflexive thematic analysis emphasised the need for learning flexibility and questioned traditional lectures. Neurodivergent and disabled students raised concerns over accessibility, highlighting the crucial nature of recordings beyond attendance. For example, features such as pausing or speed adjusted were described as vital for managing learning among disabled and neurodivergent participants. Our findings do not support an uncritical view of lecture recordings. Participants discussed the self-discipline required for effective use and responses reflected prior concerns discussed in the literature regarding recordings leading to focusing on lectures to the detriment of other sources of information. However, despite challenges, we found multiple examples of students using recordings to maintain engagement as a successful self-regulated learner. In line with Universal Design for Learning, our findings support the provision of lecture recordings as an inclusive and accessible technology for all students, not just those with declared disabilities. All data and analysis code is available at https://osf.io/ue628/.

In this paper we present staff and student experiences of "Rainbow Office Hours", a distinct, safe space for LGBTQ+ community engagement in higher education, challenging traditional professional identity boundaries and promoting visibility and representation. Originating at the University of Glasgow in 2019, students are invited to attend specific times labelled as Rainbow Office Hours with an LGBTQ+ member of staff to discuss anything LGBTQ+ related. This initiative has helped foster an inclusive campus climate, underscoring the need for broader institutional support for LGBTQ+ identities. We advocate for integrating queer perspectives across academic disciplines, emphasising the critical role of representation in educational environments and critiquing the prevailing heteronormative and cisnormative institutional cultures that discourage the integration of sexual and gender minority issues into academia. We cannot, and will not, leave who we are at the door when we arrive at work.

After the return to on-campus teaching post-Covid, reports of student disengagement and low attendance are common and anxieties over the relationship between lecture recordings and attendance have re-emerged, leading some educators to remove recordings. To understand the potential impact of such decisions, this study explored how neurodivergent and disabled students use recordings using a mixed-method approach. Thematic analysis emphasised the need for learning flexibility and questioned traditional lectures. Neurodivergent and disabled students raised concerns over accessibility, highlighting the crucial nature of recordings beyond attendance. Quantitative results aligned, showing disabled and neurodivergent students more likely to report watching recordings in full and missing in-person lectures due to health or sensory concerns. Although no differences were found in behaviours such as pausing or speed adjustment, these features were described as vital for managing learning among disabled and neurodivergent participants. Our findings do not support an uncritical view of lecture recordings. Participants discussed the self-discipline required for effective use and responses reflected prior concerns discussed in the literature regarding recordings leading to focusing on lectures to the detriment of other sources of information. However, despite challenges, we found multiple examples of students using recordings to maintain engagement as a successful self-regulated learner. In line with Universal Design for Learning, our findings support the provision of lecture recordings as an inclusive and accessible technology for all students, not just those with declared disabilities. All data and analysis code is available at https://osf.io/ue628/

The role of social identity, and specifically gender, in people’s attitudes towards swearing has been heavily studied and debated, but this research takes a mostly quantitative approach and the experiences of transgender people have not yet been considered. The current study used an online mixed methods survey to explore the role of social identity in swearing, with a focus on transgender experiences. 433 cisgender and 47 transgender participants completed self-report measures assessing swearing frequency and attitudes towards swearing, as well as open-ended questions exploring the role of social identity in their attitudes and frequency. Results showed no significant differences between men, women, and nonbinary people, supporting research suggesting that gender differences in swearing have diminished. Transgender people had significantly more liberal attitudes towards swearing than cisgender people, but there was no significant difference in frequency. Inductive thematic analysis on transgender participants’ responses produced three themes describing the factors determining their attitudes towards swearing: perceived threat, swearing as a progressive act, and fear of causing offense. Inductive thematic analysis on all responses produced three themes describing the motivations behind swearing to perform identity: swearing to fit in, swearing to form identity-based bonds, and swearing to express beliefs. Findings support the theory that people perform their social identities through language, and that the way in which people perform their identities through swearing is a product of self-categorization theory, but is mediated by the likelihood of causing offense, and the swearer’s perceived associated risk from this.

Objectives: Student evaluations of teaching are commonplace throughout higher education (HE), and teaching staff are expected to respond to students and develop their practice considering feedback. The current study questions ‘how do staff experience and interpret student feedback?’ and ‘what factors effect staffs’ reactions and engagement with student feedback?’.Methods: Qualitative methods were opted for to explore the research questions flexibly and in-depth. HE teaching staff (N = 42) participated via an online survey of qualitative questions. Semi-structured interviews were also undertaken with HE academic development staff (N = 5) to investigate how HE teaching staff are trained in preparation for student feedback. The data was analysed via reflective thematic analysis, with an experiential and social-constructionist epistemological approach. Results: Three main themes were developed. Firstly, receiving student feedback was established as a challenging, although sometimes validating and motivating emotionally salient experience for staff, which they had to manage in order to professionally respond to feedback. Secondly, the data illustrated the importance of relations between staff and students in the feedback process. The last theme highlights systemic deficiencies challenging staffs’ engagement with student feedback. Conclusions: Teaching staffs’ experiences with student feedback mimic students’ experiences with teachers’ feedback. Teaching staff need time and to apply active effort to engage with student feedback, but, given institutional pressures and depleted resources, the feedback process may be contributing to the significant mental health and wellbeing challenges present amongst HE staff. Addressing the issues highlighted will be to the common good of staff and students.

Student evaluations are used frequently within Higher Education, as teaching staff are expected to respond to these in a way that improves course delivery and addresses students’ concerns. This study investigated the emotional impact of student feedback by examining the effect of rejection sensitivity, emotion regulation, and teaching experience on how staff engage with their feedback. Academic teaching staff (N = 41) completed an online survey measuring participants’ teaching experience, rejection sensitivity, and emotion regulation strategies. They also completed a questionnaire capturing how they react and respond to feedback about their teaching. Multiple regression analysis was conducted to identify the predictors of engagement with student feedback. Cognitive reappraisal was the only significant predictor of engagement, with a positive effect. Further exploratory analyses revealed expressive suppression was also a predictor of staffs’ perceptions and affective responses to student feedback, but with a negative effect. The current study highlights the emotional toll staff experience from student feedback, and how masking these emotions inhibits their ability to engage constructively. By contrast, reinterpreting feedback so it is less emotional through cognitive reappraisal is vital for staff to further develop their teaching practices. This emotional impact is tied to wider institutional pressures staff experience within Higher Education, which contribute to challenges surrounding their professional development and mental wellbeing.

This study explores the autism knowledge and awareness of educators in Higher Education (HE) as well as their attitudes towards accommodating autistic students within their teaching. Semi-structured interviews were used to allow for in-depth investigation of this topic. Thematic analysis uncovered a striking dissonance between educators’ positive attitudes towards accommodating autistic students and their actions in the classroom. A range of additional themes and subthemes interacted with the concept of dissonance. Even though participants self-described as having expert knowledge of autism, an attitude-behaviour gap was evident. Impact on inclusivity for autistic students is discussed, alongside recommended directions for future study and practice.