Promoting equity for neurodiverse students and staff at UTS

Making the invisible visible

For many neurodiverse students and staff, navigating university life can mean managing more than study and work. It can mean balancing competing demands, advocating for support and working within systems that were not designed with them in mind.

At the University of Technology Sydney, Associate Professor Lana McClements and the team are working to change that.

Supported by a 2025 UTS Social Impact Grant, her project shines a light on the barriers neurodiverse people face in higher education. It also asks how universities can better support diverse ways of thinking, learning and working.

“Equity is not just about access,” says A/Prof McClements. “It is about making sure people can thrive once they are here.”

Understanding the challenge 

Neurodiverse people bring valuable perspectives and skills to universities. Yet many encounter challenges that affect their ability to progress in their studies or careers. 

These challenges can include limited access to role models, inflexible workload structures, and workplace cultures that do not recognise diverse ways of working. Over time, these pressures can lead to burnout and reduced opportunities for career advancement.  

The project focuses on staff and higher degree research students in the Faculty of Science. It explores how systems, policies and everyday practices shape their experiences. 

At its core, the research aims to build a clearer picture of what is not working and what needs to change. 

Listening to lived experience

To understand these challenges, the research team turned to those most affected.

Surveys and one-on-one interviews were used to capture the experiences of neurodiverse staff and students. Participants shared insights about workload, supervision, career progression and workplace culture. 

The findings are both clear and concerning. 

Close to ninety per cent of student participants reported making lifestyle sacrifices to manage work and study demands. Among those whose condition strongly affects their studies, 75 per cent said they had made career sacrifices. 

Many also spoke about a lack of support for family responsibilities. Some felt unable to take time for caregiving without negative consequences. 

“These findings show that the issue is not individual capacity,” says A/Prof McClements. “It is the systems around people that need to adapt.” 

Barriers that hold people back

The research highlights how barriers are often built into everyday processes. Expectations around productivity, communication and supervision can unintentionally disadvantage neurodiverse people. 

Some participants described feeling either very well supported or not supported at all. 

This points to inconsistency across teams and supervisors. 

It also highlights the importance of training and guidance. 

“Support should not depend on who your supervisor is,” A/Prof McClements says. “We need more consistent and informed approaches across the university.” 

The project also uncovered gaps in the research design itself. Feedback from participants showed that survey questions were not always clear or accessible for neurodiverse respondents. 

This insight has already shaped changes to how the team approaches data collection. It is a reminder that inclusion must be built into every stage of research. 

Small moments, real change 

While much of the project focuses on systems, it also captures personal moments of change. 

In one interview, a staff member began the conversation feeling unsure and hesitant. As the discussion progressed, they became more confident. By the end, they were not only sharing ideas but expressing a sense of possibility. 

“That moment stayed with us,” says Ashley Bannister who worked on this project. “It showed what can happen when people feel heard and valued.” 

It is a small example, but it reflects the broader goal of the project. 

Creating environments where people can speak openly, contribute fully and feel they belong. 

From insight to action 

The project is still underway, but its direction is clear.  

The research will inform the development of practical tools and resources to support neurodiverse staff and students. This includes training materials for supervisors, aimed at improving understanding and fostering more inclusive practices. 

There is also a focus on co-design. Participants will be involved in shaping strategies and solutions, ensuring they reflect real needs and experiences. 

“We are not just collecting data,” A/Prof McClements says. “We are working with people to design better ways forward.”  

Building a more inclusive university 

The long-term goal is to create lasting change within UTS. 

By identifying systemic barriers and developing targeted responses, the project aims to improve career progression, workload management and workplace culture for neurodiverse individuals. 

There is also potential to expand the work. Future stages may include undergraduate students, professional staff and people living with chronic health or mental health conditions.  

This broader approach recognises that inclusion benefits everyone.

“When we design systems that work for diverse people, we create better environments for all,” says A/Prof McClements. 

The role of the Social Impact Grant 

The UTS Social Impact Grant made this work possible.  

Funding, matched by the Faculty of Science, allowed the team to dedicate time and resources to the project. It also supported the development of research capacity and engagement with staff and students. 

Importantly, it provided a foundation for future work. 

“This kind of support is critical,” A/Prof McClements says. “It allows us to explore issues in depth and build the evidence needed for meaningful change.” 

With thanks to:

UTS contributors and partners:  
A/Prof Shauna Murray, Dr Kumudika De Silva, Rachel Gray, Arif Ongu, 
Bernardo Mendonca Severiano, Ashley Bannister