麻豆传媒

At a student-centered and community-focused university, the University of New Haven recognizes that success looks different for every learner. Our campus is home to students with diverse ways of thinking, learning, processing, communicating, and regulating. Many of these students identify as neurodivergent.

Neurodivergence includes Autism, ADHD, Learning Disabilities (such as dyslexia, dysgraphia, or dyscalculia), Anxiety disorders, Depression, OCD, Tourette syndrome, Sensory Processing differences, Nonverbal Learning disorder (NVLD), Processing Speed differences, Traumatic Brain Injury, Chronic Health Conditions that affect cognition, and Twice-Exceptional profiles (giftedness combined with disability).

These students are not defined by diagnoses. They are scholars, athletes, leaders, artists, innovators, and teammates. Many were strong high school performers. What changes in college is not intelligence or potential, it is the level of independence required. College success depends less on raw ability and more on systems, self-awareness, and sustainable support.

Neurodivergent students are not a small minority in higher education. Approximately 20鈥�25% of college students report having a diagnosable mental health condition (American College Health Association [ACHA], 2023).

ADHD affects an estimated 8鈥�10% of college students (DuPaul et al., 2009; Anastopoulos & DuPaul, 2015).

Learning disabilities are reported by roughly 5鈥�7% of undergraduates, though many more go unidentified (National Center for Education Statistics [NCES], 2022).

Autism prevalence in young adults continues to rise, with increasing numbers enrolling in postsecondary education (U.S. Centers for Disease Control and Prevention [CDC], 2023).

Anxiety disorders are among the most commonly reported concerns on college campuses (ACHA, 2023).

National surveys suggest that more than one-third of college students report significant symptoms of anxiety or depression during the academic year (Healthy Minds Network, 2023).

Importantly, many students choose not to formally disclose diagnoses. This means the number of neurodivergent students on any given campus is likely higher than official accommodation data suggests. Neurodivergence is present in classrooms, residence halls, athletic teams, and leadership groups across campus.

Neurodiversity recognizes that variations in brain function are part of natural human diversity. Instead of focusing solely on challenges, this framework also recognizes strengths.

Neurodivergent students often bring with them amazing capabilities to any situation they may face, including creative problem-solving; intense focus in areas of passion; pattern recognition and analytical thinking; deep empathy and sensitivity; and innovative approaches to learning.

"Preparation and proactive connection make a meaningful difference, and this is where we as parents can help support our students." Dr. Ann Kline 鈥�29 P, OTD, OTR/L

At the same time, neurodivergent students may experience challenges with executive functioning, social navigation, emotional regulation, sensory processing, or managing workload demands. Both realities can coexist.

In high school, structure is built in, such as regular teacher reminders, parent communication systems, clearly outlined assignments, and even frequent monitoring.

College shifts responsibility almost entirely to the student. Professors expect independent time management. Assignments may be listed once in a syllabus. Support is available 鈥� but students must initiate it.

For neurodivergent students, this shift can amplify executive functioning demands, social navigation stress, and emotional regulation challenges. Preparation and proactive connection make a meaningful difference, and this is where we as parents can help support our students in learning how to manage needs by being their coach and confidant.

Executive functioning includes planning, organization, task initiation, working memory, prioritization, and self-monitoring.

Students benefit from building visual planning systems and/or digital calendars and task lists, as well as using weekly mapping and/or reminder apps. Backward planning skills may also help by breaking large projects into manageable, scheduled steps. Time blocking can also be helpful and supportive by allowing students to designate study time, athletic commitments, meals, rest, and recovery in time blocks each day during the week.

Students may require study strategies that match their brain, such as having structured work intervals, movement breaks, reduced-distraction environments, and assistive technology, when appropriate. Students with processing speed differences or learning disabilities may also benefit from previewing materials and accessing lecture slides in advance. Videotaping activities such as how to use the laundry spaces in University housing may also be useful to students so that they feel comfortable using different types of machines than they might have seen at home.

College introduces academic pressure, new social dynamics, and increased independence.

Neurodivergent students may be more vulnerable to anxiety spikes, depressive episodes, social exhaustion, burnout from masking or overcompensating, and even sensory overload. Encouraging proactive support 鈥� rather than waiting for a crisis 鈥� is essential.

Families can help by normalizing counseling services, supporting continuity of therapy or medication management, discussing early warning signs, and encouraging consistent sleep and routine. Families can also show support by sharing that seeking support is not a sign of weakness but is a skill. Parents can share all of the resources on campus and even practice/role play with their students on how to access the help!

Unlike high school, accommodations are not automatic in college. Students must self-identify, request them, and provide necessary documentation.

Common accommodations may include:

• Extended testing time
• Reduced-distraction testing environments
• Note-taking support
• Assistive technology
• Flexible deadlines when medically appropriate
• Priority course registration as registering early allows students to access support if and when needed鈥攅ven if they ultimately use accommodations sparingly

In a college with a strong athletic culture, many neurodivergent students are also student athletes. provide predictable routine; built-in social connection; accountability and structure; and identity and purpose.

At the same time, balancing travel, practice, competition, social battery needs, academics, and recovery requires intentional energy management, and this may be hard for a neurodivergent athlete to manage. When students communicate early with coaches, advisors, and disability services, the system works best.

As a parent of a neurodivergent athlete, you may get a lot of questions and concerns from your student athletes about how to make it all work, how to navigate building social relationships when your student may have social anxiety or other questions that may be specific to them.

It鈥檚 important to help them to understand the supports available to them on campus that you can coach them to navigate and use.

For many families, the transition to college is as significant as it is for students.

In college, your role as a parent/family member shifts from manager to consultant/coach. A helpful reflection to take into consideration is: 鈥淚s this a learning opportunity or a safety concern?鈥�

Allowing space for problem-solving builds resilience. Remaining steady and available builds trust. Regular check-ins 鈥� without micromanaging 鈥� help students to develop confidence in their own capacity.

Before Arrival

• Has my student connected with disability services if appropriate?
• Do they know how to request accommodations independently?
• Is mental health support established?
• Can they manage a calendar and weekly plan?
• Have we discussed sustainable course loads?

During the Semester

• Are they getting enough sleep and maintaining a routine?
• Do they have at least one supportive campus connection?
• Are stress levels manageable?
• Do they know where to seek help if needed?

Growth in college is rarely linear. There may be strong semesters and more challenging ones.

Neurodivergent students thrive when success is defined as sustainable progress鈥攏ot perfection. With thoughtful systems, collaborative communication, and a community that values diverse minds, neurodivergent students do more than succeed鈥攖hey enrich the 麻豆传媒 community.

• American College Health Association. (2023). National College Health Assessment III: Undergraduate Student Reference Group Executive Summary.
  
• DuPaul, G. J., Weyandt, L. L., O鈥橠ell, S. M., & Varejao, M. (2009). College students with ADHD: Current status and future directions. Journal of Attention Disorders, 13(3), 234鈥�250.
  
• Healthy Minds Network. (2023). The Healthy Minds Study Annual Report.
  
• National Center for Education Statistics. (2022). Students with disabilities at degree-granting postsecondary institutions.