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Author ORCID Identifier

https://orcid.org/0009-0005-1383-4076

Abstract

This study examines neurodiversity within creative-technical disciplines in Irish higher education, focusing on how learning environments can both support and constrain neurodivergent students. Drawing on survey data from 198 students at the Institute of Art, Design and Technology, Dun Laoghaire, Ireland, supplemented by qualitative interviews, the research identifies a substantially higher self-reported prevalence of neurodivergence (45%) than is reflected in institutional records. Across both quantitative and qualitative data, clear communication, structured learning environments, and compassionate teaching practices emerge as critical factors in supporting student engagement and wellbeing. While flexibility in assessment and access to support services remain important, results indicate that clarity, predictability, and inclusive classroom cultures have the greatest impact. In particular, environments that foster psychological safety, normalise difference, and minimise stigma contribute strongly to students’ sense of belonging. Neurodiversity-focused information sessions and collaboratively developed module contracts were interrogated and received strong support from both neurodivergent and neurotypical respondents. These are proposed as scalable, low-cost strategies to enhance awareness, clarify expectations, and embed compassion-based approaches within teaching practice. Overall, the findings advocate for a shift from reactive, individual accommodations towards systemic, compassion-informed educational design. Clarity, flexibility and inclusivity can better support diverse student populations while improving learning conditions for all.

This work was supported by a Teaching and Learning Fellowship provided through Strategic Alignment of Teaching and Learning Enhancement Funding in Higher Education (SATLE), by the Higher Education Authority (HEA) in Ireland.

Creative Commons License

Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License
This work is licensed under a Creative Commons Attribution-NonCommercial-Share Alike 4.0 International License.

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