‘A Menu Would be Sweet’: A Framework Analysis of the Disclosure and Supports Experiences of Higher Education Students with Neurodivergent or Mental-health Conditions

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Kennedy, L. J., Richdale, A. L., Gore, K. E., & Lawson, L. P. (2025). ‘A Menu Would be Sweet’: A Framework Analysis of the Disclosure and Supports Experiences of Higher Education Students with Neurodivergent or Mental-health Conditions. Neurodiversity, 3. https://doi.org/10.1177/27546330251352326

Publication date: 1 May 2025 Added to AutiHub: 18 Sep 2026 Type: Article Article language: English
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Authors

Publication authors
4
Publication authors identified as autistic
1 / 4 (25.0%)
  1. Lyndel J Kennedy
  2. Amanda L Richdale
  3. Katherine E Gore *
  4. Lauren P Lawson

Abstract

Background Neurodivergent students experience less success than non-neurodivergent students and underutilise available supports, as do students with mental-health conditions (MHCs). While autistic students’ disclosure and supports experiences have been examined, less is known about students with other/multiple neurodivergent conditions and non-neurodivergent students with MHCs. Method We captured diagnoses, disclosure experiences, and supports used and wanted from 131 neurodivergent and 41 non-neurodivergent Australasian students via a mixed-methods survey. We compared groups quantitatively, and qualitatively using framework analysis. Results More neurodivergent students disclosed to their institutions (47–19%), accessed supports (55–38%), and used more supports than non-neurodivergent students with current MHCs. Only neurodivergent students endorsed themes of ‘ shame ’, ‘ identity and transparency ’, ‘ diagnosed during higher education ’, and ‘ why discontinued ’, while more non-neurodivergent students queried ‘ is disclosure worth i t’, having ‘ found ways to compensate ’. Neurodivergent students contributed five times as many comments, and the majority wanted supports led by neurodivergent mentors/facilitators. Conclusion Neurodivergent students reported more experiences of stigma and discrimination, including from peers, which may impact whether and where they seek support. Disclosure-related processes and costs impacted differently, yet both groups wanted more kindness and flexibility from educators. Registration processes need simplification, and new supports must be co-designed to improve student outcomes.

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Cited references
114
With a DOI
80
Without a DOI, from raw bibliography text
33
5 / 114 (4.4%) cited references include at least one author identified as autistic.
References with data to complete
23 / 114 (20.2%)
References with detected author names
91 / 114 (79.8%)
Without detected author names
23
Without a structured title
22
Without a stable identifier
29
References with raw author names still to review
22
References with external metadata lookup issues
0
These indicators apply to cited references displayed on this page, after technical duplicates have been merged. A reference without a DOI can still support author statistics when a title and author names are available.
Author names detected in the cited bibliography
323
From DOI or external metadata
323
From validated raw bibliography text
0
Raw names already validated
0
Raw names still to review
23
72 / 323 (22.3%) names are linked to an author already present in AutiHub. 251 / 323 (77.7%) names are not yet linked.
Names linked to a person identified as autistic
13 / 323 (4.0%)
Calculated across all author names detected in the cited bibliography. Among names linked to an author already present in AutiHub: 13 / 72 (18.1%). Distinct people identified as autistic: 12 / 307 (3.9%).
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