Presenters: Haley Clark, Adrianna Arsenault, and Patty Douglas, Queen's University

Neurodivergent students experience a disproportionately higher rate of mental health struggles compared to their neurotypical peers, significantly impacting their well-being (Clouder et al., 2020). With the increase in neurodivergent students entering higher education (Clouder et al., 2020), there is a pressing need to establish safe and affirming school environments in these institutions. To transcend deficit narratives of difference entrenched in the neurotypical capitalist roots of higher education (Chapman, 2023; Dolmage, 2018), a paradigm shift toward affirming approaches including the prioritization of student safety is required. The neurodiversity paradigm, advanced by the neurodiversity movement, advocates for the acceptance and reclaiming of neuro-differences as valid and valuable to living and learning together (Kapp, 2020). This paradigm offers crucial and novel insights into improving mental health and well-being with and for neurodivergent students.

In all, we highlight the urgent need for advancements in social and educational inclusion, compassion, and new, affirming understandings of difference for the overall well-being of students in higher education, vital for student success and flourishing.