Well-being for research students

What is neurodiversity?

Because the brains of neurodiverse individuals work differently, this could create challenges in communication, learning, and perception.

For instance, a ‘typical’ research student might be able to absorb information as they read through a journal article or a book chapter quite quickly. However, a neurodiverse person may either have difficulty with concentration, or they could focus but need longer time to finish reading as they process words/letters differently.

Despite some of the challenges, there are strengths associated with a neurodiverse brain. For example, ADHD is commonly associated with creative and innovative ways of thinking, and students with autism often show high levels of logical thinking, attention to details, and can recall large amounts of information on topics of interest.

Neurodiversity is a concept developed by Judy Singer, an Australian sociologist, to describe neurological differences occurring in the human brain. This means that each human brain comes with its unique wiring and structure, which in turn influences how one learns, communicates, and thinks.

There are many forms of neurodiversity including those that individuals are born with (e.g., Autism) and those resulting from illness, a brain injury, and/or mental health. It is estimated that about 15 – 20% of the population worldwide is neurodivergent, and the figure below provides a brief description of some of the conditions, including Autism Spectrum Disorder (ASD), Attention Deficit Hyperactivity Disorder (ADHD), Dyslexia, Dyspraxia, Dyscalculia, and Tourette's syndrome.

Neurodiverse students are encouraged to contact the Student Accessibility Service and arrange an appointment with an Accessibility Advisor. The Advisor will discuss your circumstances and learning journey and will work with you to build your academic success.

Sometimes students without a prior diagnosis might notice some communication and/or cognitive patterns in themselves which reflect some forms of neurodiversity. It would be helpful to discuss these signs and symptoms with your GP (General Practitioner), who will be able to make further referrals if a formal assessment by a psychologist/psychiatrist is required.

Depending on an individual’s condition, the assessment could be done on campus (subject to specialists’ availability) or through an external service provider. A comprehensive list of external assessors can be obtained from a Student Accessibility Advisor.

Here is a brief talk given by a psychiatrist,  Dr Stephen Humphries, regarding ADHD in adults and what signs to look for: https://www.youtube.com/watch?v=lSjHYiTEA4M

Further Resources

• ADHD New Zealand
• ADHD in tertiary education organisations - ADHD NEW ZEALAND
• ADDITIDE: Resources for ADHD Adults 
• Autism New Zealand
• Supporting Autistic Tertiary Learners
• Divergent Thinking NZ provides information on neurodiversity Quadrants (nQ)
• Neurodiversity: An Overview (The Education Hub)
• Neurodiversity Hub (based at La Trobe University, Australia)
• Made by Dyslexia
• Dyslexia Foundation of New Zealand
• SPELD NZ Resources for Adults