Supporting inclusivity and enabling neurodivergent students to thrive

Between 2014/15 and 2019/20, the number of students with a known disability in England increased by 47% and as of 2019/20, represent 17.3% of all home students in England. Among these, neurodivergent conditions such as dyslexia and ADHD were the most common. As numbers rise, so does our understanding of neurodivergence and the need to improve accessibility and experiences for neurodivergent students in higher education. However, significant gaps remain in our knowledge, data, guidance, and delivery.

Neurodivergent students face specific barriers in higher education, not just because of their disability, but also due to stigma, complex, burdensome diagnostic and support processes, and traditional teaching and learning approaches that often do not meet their needs. 

While individual support is essential, it can only go so far in addressing these barriers. What is of particular value in meaningfully improving neurodivergent students’ experiences and outcomes is adopting inclusive or universal design across teaching and campuses. This means embedding accessibility into every aspect of student life, from teaching practices to physical spaces. By doing so, we can break down barriers and create an inclusive, accessible environment where all students can thrive. 

GuildHE members and neurodiversity 

GuildHE members have a disproportionately high number of neurodivergent students. In 2021/22, GuildHE members had an average of 24% of students with a declared disability, compared with 15.7% across all UK HE students. As such, embedding inclusive higher education experiences is of particular importance to our members and they demonstrate expertise and good practice in supporting these types of students.  

GuildHE members are implementing systemic changes, including deepening their knowledge of what works, equipping staff with greater understanding and guidance, and ensuring inclusive design is meaningfully integrated into teaching and support. 

Assessing inclusivity across teaching, learning and curriculum

ACM Guildford provides industry-focused contemporary music education across subjects including performance, production, music business and digital media. As part of its commitment to fostering an inclusive environment, ACM is taking proactive steps to assess equality, diversity, and inclusion (EDI) within its teaching, learning and curriculum.

One of the key challenges institutions face in student support and EDI initiatives is evaluating impact. To address this, ACM is introducing the Equality and Inclusivity Impact Assessment Tool. This tool assesses current levels of inclusion across its programmes and modules in student engagement, curriculum, teaching, and assessment. By collaborating with tutors, curriculum managers, and quality assurance teams, ACM is embedding this tool into its Curriculum Development and Maintenance Strategy and annual pathway review processes.

The tool provides a systematic, evidence-based approach to assessing and improving inclusivity in teaching and learning, enabling the institution to identify target areas for improvement and establish a base level against which to measure impact. ACM hopes that this tool will allow them to understand and implement effective measures to ensure that all students feel valued and included, and that their diverse needs are met.

Creating guidance and fostering staff understanding 

Hartpury University and College, based in Gloucestershire, is a leading provider of practical tertiary education in animal, agriculture, business, equine, sport and veterinary nursing. 

The Hartpury Inclusive Teaching and Learning Group (HITLG) has made significant strides in enhancing teaching, assessment, and student support through evidence-based recommendations. Collaborating with its SU and academic and professional services staff, HITLG developed an Inclusive Teaching and Learning Guidebook, now a cornerstone of the institution’s approach to inclusivity and embedded into New Staff Induction, professional development, and scholarly activities.

Since its launch, HITLG has led impactful projects including lecture capture infrastructure, assistive technology guidelines, and a Teaching Recording Policy. These efforts have been praised by students and external examiners for enhancing online accessibility, increasing diversity in classroom material, and redesigning the scheme of work. HITLG’s work has also fostered collaborative research, conference presentations, journal publications, and staff development, such as neurodiversity workshops.

These efforts are reflected in a 53% increase in teaching observation reports that recognise embedded diversity in learning environments. Hartpury’s commitment to inclusivity has been recognised in top rankings for ‘Student Support’ and ‘Lecturing and Teaching’ in the 2021 WhatUni rankings, as well as a Gold rating in the Teaching Excellence Framework which highlighted outstanding academic support and resources tailored to student needs.

Developing inclusive models of specialist training through research 

Royal Central School of Speech and Drama (Central) is a leading drama school, specialising in training actors, directors, designers, playwrights and other creative professionals through an innovative approach to teaching that blends academic study with practical training. Central is deeply committed to ensuring neurodivergent students thrive through inclusive teaching practices.

One of the standout initiatives at Central is its research-led project exploring the impact of Psycho-Physical Actor Training techniques – used in voice, movement and acting classes – on neurodivergent students, in particular those with dyslexia and dyspraxia. The research revealed a neurotypical bias within traditional psychophysical training. Central therefore developed a inclusive pedagogical model that incorporates a series of best practice principles, including:

• Developing opportunities for peer teaching;
• Enhancing strategies for discussion and feedback;
• Revising the use of imagery within teaching;
• More active approach to goal-setting based on ‘deliberate practice’ principles;
• Engaging students with an understanding of preferred learning styles;
• More active use of learning technologies.

This research has been disseminated to teaching staff and used to revise the voice curriculum for Central’s BA (Hons) Acting course, receiving positive feedback from students. It has also led to broader knowledge exchange through symposia, international seminars, and academic publications.

What’s next?

These examples demonstrate the excellent work to embed inclusivity and improve the access, experiences and outcomes of neurodivergent students within their institutional contexts and specialisms.

However the work is far from over. To move forward, we need greater collaboration, sharing of practices, and a stronger evidence base. What can we learn from the pedagogies at creative and vocational institutions? What innovative practices across the sector are impactful? How can we address knowledge, data and guidance gaps? The sector must learn from one another to enable neurodivergent students to thrive. GuildHE is continuing to support its members to develop and share excellent practice through our Student Support and EDI Networks which provide a community of practice as well as insights from policy developments and key actors in the sector, encouraging collaboration and connecting members for opportunities such as funding bids, and creating resources such as our newly published briefing on neurodiversity, as part of our Equality, Diversity and Inclusion programme exclusively for our members.