Support for Neurodivergent Students in Veterinary Education Part 1: Current Practice and Roundtable Discussion of Recommendations

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Pickles, K. & Hollis, A. R. (2024). Support for Neurodivergent Students in Veterinary Education Part 1: Current Practice and Roundtable Discussion of Recommendations. Journal of Veterinary Medical Education, 52(3), 311-316. https://doi.org/10.3138/jvme-2024-0013

Publication date: 22 Aug 2024 Added to AutiHub: 6 Jul 2026 Type: Article Article language: English
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Authors

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2
Publication authors identified as autistic
1 / 2 (50.0%)
  1. Kirstie Pickles *
  2. A. R. Hollis

Abstract

Approximately 10% of undergraduate student populations are neurodivergent. Such students have differences in executive functioning and social communication skills, which can confer both strengths and challenges in the academic environment. Specific challenges presenting in the veterinary curriculum include the intense workload, unpredictable nature of work, and high level of interpersonal and communication skills required in clinical settings. Extramural studies (EMS) occur remote from university support systems, adding further challenge for some students. A survey was sent to all current United Kingdom veterinary schools in 2022 to identify current support for neurodivergent students. An interactive roundtable discussion was held to brainstorm best practice for harnessing the power of neurodiversity in the clinical learning environment. Several consistent themes emerged. Most veterinary schools provide some degree of support for neurodivergent individuals, but support varies widely. Four of the eight schools provide support at open days and/or following offers, with one school offering a summer school. Five schools confirmed that accommodations were made to clinical rotations and/or EMS in line with a support plan from their Disability Service. Despite these steps to assist neurodivergent students, support could, and should, be increased to improve the student experience. Suggested enhancements include a supportive environment for the empowerment of disclosure, neurodiversity awareness training for university staff and placement providers, provision of reasonable adjustment guidelines for EMS providers, clinical/intramural rotation orientation and support, and student access to a neurodiversity mentor/coach.

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Cited references
31
Total cited references integrated for this publication.
Cited references with an identified autistic author
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Cited author occurrences identified as autistic
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Among occurrences linked to AutiHub author records: 4 / 6 (66.7%). Distinct cited authors identified as autistic: 4 / 88 (4.5%).
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2 / 6 (33.3%)
Among linked cited-author occurrences only. Across all cited-author occurrences: 2 / 91 (2.2%). Distinct linked cited authors not identified as autistic: 2 / 6 (33.3%).
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