Finding support as a neurodivergent student

“I wish I’d come earlier”

When pre-medicine student Natalia started uni, she knew to look for support right away. Having been diagnosed as neurodivergent late in high school, she researched different universities and was drawn to UTS specifically because of its ethos of inclusion and compassion.  

After enrolling, her first step was reaching out to the Accessibility Service to find an Accessibility Consultant – someone who could help identify her strengths and limitations and guide her during her time at uni.  

“From the first time I walked into my Accessibility Consultant's office, help was just a given and she was there as a sounding board and support,” Natalia says. “That was really wonderful and the experience was very validating.”

But not all students seek support right away. According to Liz Penny, who manages the Accessibility and Financial Assistance Service, they often see students hit crisis point before reaching out.

Some students aren’t aware of the service or that it supports students with non-visible disabilities, which can include autism, ADHD, Tourette syndrome and dyslexia. Many students don’t want to commit to support right away.

“It’s common for students to wait and ‘see if they can manage’. Later, they tell us they wish they’d registered sooner. It all comes down to personal choice,” Liz says.

But registering doesn’t mean you have to use the service right away. After meeting with an Accessibility Consultant to discuss available options, it’s over to you to decide if, and when, you want to use any adjustments.

For business student Freddy, one of the greatest benefits of registering early was simply having someone to talk to who knows you and your struggles.

“You don’t need to know what help you need before you go,” she says. “The Accessibility Consultants are really good at outlining what your options are. You might get adjustments and never use them, but it’s so great having them there as a security blanket.” 

What support can look like

Support looks different for everyone.  

For Natalia, being in the classroom used to mean being unable to focus, worried she’d be called on to respond without warning. 

“Instead of thinking about the work, I’m just thinking, ‘Okay, we’re talking about this. What question could they ask?’, and then I come up with that response,” she says. “I keep doing that because I don’t want to be caught off guard, and it gets to a point where I find it challenging just to listen and be present in the classroom.”

Teaching staff are now aware of an inclusive practice that means Natalia isn’t asked questions on the spot. As her feeling of safety in the classroom has grown, she’s increasingly volunteered to put her hand up and speak. 

Some adjustments are practical and technology‑based. For nursing student Nathan, accommodations have included receiving learning materials electronically so he can put them through a voice-to-text speaker or being given content an hour or two in advance.

Outside of class, adjustments can also help students manage their environment. For Freddy, learning she could access a more private study space on campus made a noticeable difference.

“I was starting to get frustrated trying to study in spaces that were meant to be quiet but weren’t,” she says. “Once my Accessibility Consultant told me about a private, quieter, darker room with private desks it allowed me to come to uni, feel involved and have a safe space to be at.” 

Thinking about reaching out? You’re not alone 

There’s no single right time to reach out for support. But for some students, taking that step becomes a turning point not just in how they study but in how they see themselves and what they can accomplish at uni.

“Help doesn’t have to be loud or something that singles you out,” says Natalia. “It’s not something to be embarrassed about. You just have different needs, strengths and challenges, and that’s okay.”

Now, she’s looking to give back through the Accessibility Service’s Peer Mentoring program.

“It's been wonderful giving someone that same experience that I've had coming into the uni,” she says. “Having that student to student relationship, there’s someone approachable they can talk to with the day-to-day and have someone that can just say, ‘Oh yes, I understand.’”