UK universities have taken steps towards recognising neurodiversity, but the specific challenges faced by Black neurodivergent students remain largely unaddressed. These students sit at the crossroads of racial inequity and ableism, yet institutional responses are often different when it comes to race and neurodivergence, overlooking the unique and compounded impact of these identities. If higher education is to be truly inclusive, it must move beyond generic accommodations and “tick-box” policies to create cultures that affirm, empower and meaningfully support Black neurodivergent students.
Why Black neurodivergent students need specific support
For Black students, neurodivergence is not only underdiagnosed but also often surrounded by cultural stigma. In many Black communities, neurodevelopmental and mental health conditions remain taboo subjects. Misunderstood behaviours are frequently explained away as laziness, rudeness, or lack of discipline, rather than as signs of neurodivergence. This deep-rooted stigma can discourage disclosure and delay diagnosis, meaning that many Black neurodivergent students enter higher education without necessary recognition or support.
On campus, they face dual invisibility, being both Black and neurodivergent. Institutional biases can lead to their behaviours being misread as disruptive or indicators of disengagement, rather than as manifestations of executive dysfunction, sensory sensitivity or social fatigue. Unlike their white peers, Black students are more likely to be judged harshly, disciplined or overlooked altogether, which can lead to increased anxiety and poor mental health outcomes.
To address this issue, we must fundamentally rethink how systems respond to students who embody multiple marginalised identities.
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Embrace an affirmative and intersectional culture
Creating supportive environments starts with dismantling deficit-based thinking. Black neurodivergent students must be seen not as problems to be managed but as individuals with strengths, creativity and resilience. A truly inclusive university culture affirms that neurodivergent Black students are intelligent, valuable and whole, without caveat or exception.
We must embed an intersectional approach at every level of institutional life, from leadership to learning environments. Inclusion cannot be an afterthought; it must be part of the university’s ethos, where lived experiences inform policies, pedagogy and practice.
University leaders play a vital role here. Cultural transformation requires commitment from the top, moving beyond statements of intent to embedding antiracist, neuroaffirmative values into the day-to-day workings of campus life. This can include mandatory training on racial and neurodiversity awareness for staff, co-creating policies with Black neurodivergent students, diversifying leadership and curriculum content, and establishing accountability frameworks that track progress. Creating safe, sensory-friendly spaces and inclusive teaching practices also signals a genuine shift towards equity.
Prioritise compassionate and informed staff training
Staff across all departments must receive mandatory training on neurodiversity and its intersection with race. Crucially, this training should include how neurodivergent traits can present differently across cultural backgrounds and the harmful impact of unconscious bias in interpreting student behaviour.
Equally important is a commitment to compassion. Support should never depend on a student’s ability or willingness to disclose. Given the cultural stigma surrounding neurodivergence in many Black communities, expecting students to advocate for themselves from the outset can be both unrealistic and damaging. Staff must be proactive, empathetic and responsive.
Design inclusive and flexible learning
Traditional teaching methods and assessments can create significant barriers for neurodivergent students. Universal Design for Learning (UDL) offers a blueprint for accessible, flexible education. This means offering varied teaching formats, regular breaks, clear instructions and diverse assessment methods such as portfolios, presentations or creative outputs.
Equally, visual and structural accessibility matters. Simple design changes, such as using sans-serif fonts, breaking up long blocks of text and avoiding overwhelming visuals, can significantly enhance the learning experience. These adjustments benefit all students but are critical for those navigating sensory sensitivities and cognitive overload.
Enhance support systems and communication
Universities must offer support based on individual needs, not just formal diagnosis. NHS diagnostic pathways are long and uneven, and Black students are disproportionately affected by underdiagnosis or misdiagnosis. A flexible, needs-led approach grounded in self-identification and service partnership is more just and effective.
Effective communication is essential. Institutions should use short, clear messages delivered across multiple formats. Advance notice of deadlines, visual aids and repeated instructions help to reduce anxiety and improve engagement.
Support should include tailored onboarding and peer-mentoring, particularly for mature or first-generation students. Where possible, match students with mentors who share their cultural or neurodivergent identity to foster trust and belonging.
Tackle stigma and promote advocacy
The fear of stigma remains a powerful barrier. Many Black neurodivergent students are reluctant to seek help due to previous experiences of dismissal or punishment. Universities must actively work to challenge stigma by normalising conversations about neurodiversity, particularly in communities where it is still taboo. This can be achieved through peer-led workshops, visible campaigns featuring diverse student voices and embedding neurodiversity into induction and well-being programmes. Collaborating with community leaders and student groups to co-create culturally sensitive resources can foster trust and openness.
Reasonable adjustments are a legal right under the Equality Act 2010; they are not special treatment. Institutions must ensure that these adjustments are implemented consistently and without causing students to feel singled out or ashamed.
While fostering self-advocacy is essential, the onus must not fall solely on students. Navigating an ableist and racialised system is emotionally exhausting. Universities must do more to create spaces where advocacy is supported, not required, as a survival strategy.
Representation and recruitment reform
Representation matters not just for students but across the academic pipeline. While many Black neurodivergent individuals may choose not to disclose their status, often due to stigma or fear of discrimination, this very silence reflects a deeper issue of underrepresentation and lack of psychological safety. Institutions must critically review recruitment and promotion practices, offer alternatives to traditional interviews and value lived experience as expertise. Creating environments where disclosure feels safe is itself a step towards greater visibility and inclusion
Neurodivergent staff, like their student counterparts, may struggle with social fatigue, burnout and disclosure. Better staff support is not separate from student inclusion but a necessary extension.
Moving from awareness to action
Raising awareness is not enough. Institutions must commit to measurable, systemic change. This includes adequate funding, precise policy alignment and the involvement of Black neurodivergent voices in all initiatives’ design, delivery and evaluation.
Inclusivity in higher education is not about lowering standards but removing entrenched barriers. Every university department, from admissions to estates, has a role to play in creating campuses where Black neurodivergent students are not merely accommodated but actively enabled to flourish.
By centring intersectionality, dismantling stigma and committing to action, we move from symbolic inclusion to structural transformation. The result? A richer, more just university community.
Patrice Seuwou is an associate professor of learning and teaching and the director of the Centre for the Advancement of Racial Equality at the University of Northampton.
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