Investigating the Relationship Between Study-Related Factors and Neurodivergent Traits in Undergraduate University Students: An Exploratory Study
Tianhua Chen, Angela-Mikella Tawfig, Lina Fahmy, Paul G. Overton, Eleanor J. DommettNeurodivergent university students are more likely to experience academic stress and have lower attainment. Various factors have been shown to predict performance in neurotypical populations, but there has been limited research into how these factors relate to neurodivergent traits and whether they predict performance in neurodivergent students. This exploratory cross-sectional study explored the relationship between traits associated with attention deficit hyperactivity disorder (ADHD), autism and dyslexia and several study-related factors: academic adjustment, achievement orientation, study engagement, time management, effort–reward imbalance and general health and well-being, as well as whether these factors could predict performance in 277 undergraduate university students with a diagnosis of ADHD, autism and/or dyslexia. Significant inverse associations were found between autism and ADHD traits and well-being. Additionally, those with higher ADHD traits showed poorer academic adjustment and time management and a higher effort–reward ratio. Regression analyses revealed that the main predictor of academic performance was academic adjustment. Taken together, this suggests that neurodivergence is not a direct determinant of academic performance, but rather a factor that shapes students’ academic trajectories indirectly through its impact on adjustment, skills, motivation and psychological experience. This highlights the importance of targeting modifiable academic and contextual factors when designing interventions to support neurodivergent students.
Lay Abstract
What is already known: Neurodivergent university students, including those with attention deficit hyperactivity disorder (ADHD), autism or dyslexia, often face extra challenges at university. They are more likely to experience stress linked to studying and may achieve lower grades than their neurotypical peers. Previous research has identified several factors that can influence academic success in the general student population, including motivation, time management, well-being and how well students adjust to university life. However, much less is known about how these factors relate to neurodivergent traits or whether they predict academic performance for neurodivergent students specifically.
What this study adds: This study examined how traits linked to ADHD, autism and dyslexia relate to university experiences and performance in 277 neurodivergent students. Students with higher ADHD or autism traits reported poorer well-being, and those with higher ADHD traits also tended to struggle more with academic adjustment and time management. Importantly, when looking at what best predicted academic performance, the strongest factor was academic adjustment and not the neurodivergent traits themselves.
Implications for policy and practice: These findings suggest that neurodivergence does not directly determine academic outcomes. Instead, the impact comes through how neurodivergent traits shape students’ experiences, skills and ability to adjust to university life. This means universities can make a meaningful difference by supporting modifiable factors such as time management skills, academic adjustment, motivation and well-being. Policies and interventions that focus on improving these aspects of student experience may help neurodivergent students succeed in reaching their potential.