Albert Einstein, Jules Verne and Steve Jobs were all thought to have had ADHD when they were alive. Michael Phelps, Greta Thunberg and Richard Branson are just some of the celebrities today who identify as neurodivergent. Massey University recognises that despite living with neurodiversity, people can still be successful. And they want to celebrate their own neurodivergent students to be the best they can be.
Tertiary education has long served as a gatekeeper to employment opportunities, financial rewards and ground-breaking research. However, many students in the tertiary sector are grappling with reduced wellbeing and completion rates. Neurodivergent students encounter added challenges and may struggle to cope with stress, anxiety and burnout.
Massey University’s School of Psychology recognised this and wanted to do something about it. The university’s policies and strategies focused on student and staff wellbeing, but mainly for the neurotypical. Hence those with autism, dyslexia, dyspraxia, ADHD and other differences can be disadvantaged when it came to learning environments, academic expectations and wellbeing provisions.
“We knew there was a problem among these neurodivergent students and staff, and we wanted to build a community so that they don’t feel alone as educators and students,” says Kathryn McGuigan, Lecturer in the School of Psychology.
Kathryn and a team of students and educators applied to Grants for Good in 2022 and were successful in their request for funding to support neurodivergent staff and students while at Massey.
“While our disability services support neurodivergent students, we still see a lack of resources and awareness,” says Kathryn. “We’re committed to raising awareness and developing practical resources to aid their navigation through university life and optimise their opportunities for success.”
With the funding received, the team has set up online neurodivergent groups, which meet monthly to discuss their needs and identify what resources would better support them.
“We have also been able to give two stipends to two neurodiverse students, who are working with us to identify and create great web-based resources to help future students,” says Kathryn. “Neurodivergent student may have distinct needs, as they can be dealing with anxiety around socialisation, issues with time management or even being challenged by the colours used in teaching resources. The funding can help us do the groundwork to prove that what we are doing is helpful for the people we are trying to help.”
In addition to compiling a resource repository and monthly online meetings, the team has also improved its visibility on campus, so that more people know about them. “This is really helpful at orientation and open day events, where we can hopefully reach out to prospective students who may be feeling isolated and disconnected because of their neurodiversity,” says Kathryn.
Part of the drive to increase understanding and openness about neurodiversity is to work with nationwide organisations, such as Altogether Autism and ADHD New Zealand, who already have a presence and are seeking to create community as well. “We need mass to create change,” says Kathryn. “We have people in our team with lived experiences of these conditions, but working with other communities can only serve to enhance our messaging.”
Kathryn is incredibly grateful for the funding from Grants for Good and advises anyone who has a dream to apply. “For us, it was a chance to think big and think outside what we could do otherwise.” She goes on to say that it was crucial to really be clear on what difference the money would make and then to map that against some measurable outcomes. “For us, this funding is like the first step up the stairs. We’ve still got a long way to climb, but thanks to this funding, we’re making a start, and we’re making a difference.”
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