Exposing Socialization and Systemic Exclusion Barriers in UK Universities

Authors

Abstract

This chapter examines the systemic barriers Neurodivergent students face in United Kingdom higher education, with a focus on international students from China, who often lack autism diagnoses, and female students, who are frequently underdiagnosed or misdiagnosed. It explores how financial structures, cultural expectations, and institutional policies create an environment that fosters disengagement and learned helplessness among Neurodivergent students. Drawing on Seligman's Learned Helplessness Theory, Bandura's Social Learning Theory, and Vygotsky's Sociocultural Theory, the chapter analyzes how repeated institutional failures discourage self-advocacy and reinforce disadvantage. The chapter advocates for Universal Design for Learning (UDL) as a solution to reduce the burden of self-advocacy and create more inclusive academic environments. There are recommendations for systemic reform, including culturally competent disability support, proactive outreach, and structural changes to enhance accessibility for neurodivergent students in higher education.

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