Approaches to Support the Engagement of Neurodivergent Students in Higher Education: A Scoping Review
Joanna O’Neill, Sinem Üzar-Özçetin, Sandra Connell, Corina Murphy, Tracey McDonagh, Kathleen Cosgrave, Timothy Frawley, Blánaid GavinIntroduction:
Evidence indicates that the number of neurodivergent students in higher education is increasing. Yet, these students often experience poorer academic outcomes than their peers. Thus, the need to understand how to best support neurodivergent students’ engagement in higher education is evident.
Objective:
The objective of this scoping review is to identify, describe and synthesise approaches to supporting engagement of neurodivergent students in higher education.
Inclusion criteria:
English-language articles published globally between January 2000 and August 2022 which recruited higher education students or staff aged 18 years or over were included. Research articles that examined neurodiversity as a main outcome and included an approach that aimed to develop students’ engagement in higher education were considered, excluding meta-analyses, systematic reviews, correlational and case study designs. All other quantitative, qualitative and mixed methods designs were considered according to the eligibility criteria.
Method:
The scoping review was conducted between June and August 2022. Six databases were searched: Scopus, CENTRAL, EBSCOhost, CINAHL, PubMed and Web of Science, using a patient or population, intervention, comparison, and outcomes question: In neurodivergent higher education students (P), what targeted approaches (I) support their engagement in higher education (O) MeSH and related search terms were used and combined using Boolean connectors. Search terms were: Neurodivers* OR Autism* OR Dyslexia* or Dyspraxia* or Dyscalculia* or Dysgraphia* or ADHD*) AND (student* OR staff OR academic* OR faculty*) AND (university* OR campus*). Articles were imported from Endnote™ into Covidence, where titles and abstracts were subject to exclusion according to the criteria. Full-text review of the remaining articles was conducted by two reviewers independently, with a third reviewer available for resolution. Data were extracted using a template uploaded into Covidence.
Results:
59 articles were included in this scoping review: 25 quantitative, 25 qualitative and nine mixed methods in design. The majority of the articles were published in America, with autism most frequently studied. Students were the most studied population, with sample sizes ranging from three to 27, 643. The heterogeneity of study designs and the diverse nature of the identified interventions made synthesis difficult. Overall, the review identified a number of potentially useful approaches including: peer mentoring and support, attention-deficit/hyperactivity disorder coaching, specific skills training and strategy instruction, and therapeutic and computerised interventions. The role of accommodations, staff awareness training and potential benefits of problem-based learning were also identified.
Conclusions:
The outcome of this review suggests that while a number of approaches to engaging neurodivergent students in higher education are identified, considerable work is required to develop an evidence base strong enough to influence policy and practice. More rigorous research designs are required to better evaluate the effectiveness of these interventions. Future research should also seek to address the geographic and demographic gaps identified in this review. This includes more consistent inclusion of non-binary gender(s), and inclusion of the wider student body beyond those registered with disability services.