Comprendre les expériences des étudiants chercheurs neurodivergents : une revue systématique à méthodes mixtes

Titre original en anglais : Understanding the experiences of neurodivergent research students: a mixed methods systematic review

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Tan, D. W., Edwards, C., Mewburn, I., Simpson, K., Webster, A. A., & Brownlow, C. (2025). Understanding the experiences of neurodivergent research students: a mixed methods systematic review. Studies in Higher Education, 1-17. https://doi.org/10.1080/03075079.2025.2573209

Date de publication: 18/10/2025 Ajout dans AutiHub: 05/07/2026 Type: Article Langue de l’article: Anglais
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Auteurs

Auteur·ices des publications
6
Auteur·ices de la publication identifié·es comme autistes
1 / 6 (16,7 %)
  1. Diana Weiting Tan
  2. Chris Edwards *
  3. Inger Mewburn
  1. Kate Simpson
  2. Amanda A. Webster
  3. Charlotte Brownlow

Résumé

La recherche sur les étudiants neurodivergents dans l'enseignement supérieur a augmenté, mais elle se concentre principalement sur les étudiants suivant des enseignements, négligeant ceux inscrits dans des diplômes de recherche. Afin de combler cette lacune, nous avons mené une revue systématique sur l'expérience des étudiants chercheurs neurodivergents, qui comprenait un mélange de recherches empiriques et de réflexions sur l'expérience vécue. Notre analyse des 31 articles inclus a identifié huit thèmes clés façonnant les parcours de ces étudiants : (1) les cultures, structures et attentes académiques ; (2) les défis sensoriels et environnementaux ; (3) le fonctionnement exécutif ; (4) l'insuffisance des soutiens et des aménagements ; (5) les relations avec les autres ; (6) le validisme et la divulgation ; (7) la santé mentale ; et (8) l'acceptation de la neurodivergence. Bien que certaines forces de la pensée neurodivergente aient été relevées, des obstacles institutionnels importants persistent. Ces résultats révèlent des lacunes critiques en matière d'inclusivité académique et soulignent le besoin urgent de changements systémiques afin de développer des programmes de diplômes de recherche qui reconnaissent, soutiennent et autonomisent les étudiants neurodivergents. La revue offre des pistes d'action pour favoriser des environnements d'enseignement supérieur plus équitables et inclusifs.

Research on neurodivergent students in Higher Education has increased but primarily focuses on coursework students, overlooking those in research degrees. To address this gap, we conducted a systematic review about the experience of neurodivergent research students which included a mix of empirical research and reflections on lived experience. Our analysis of 31 included articles identified eight key themes shaping these students’ journeys: (1) academic cultures, structures, and expectations; (2) sensory and environmental challenges; (3) executive functioning; (4) insufficient supports and accommodations; (5) relationships with others; (6) ableism and disclosure; (7) mental health; and (8) embracing neurodivergence. Although some strengths of neurodivergent thinking were noted, significant institutional barriers persist. These findings reveal critical gaps in academic inclusivity and highlight the urgent need for systemic changes to develop research degree programmes that recognise, support, and empower neurodivergent students. The review offers actionable insights for fostering more equitable and inclusive higher education environments.

Bibliographie citée par cette référence

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Vue d’ensemble de l’inclusion dans la bibliographie

Ces indicateurs décrivent la bibliographie citée importée pour cette publication. Les métriques de références citées utilisent le total des références citées comme dénominateur. Les métriques d’auteurices cité·es indiquent si elles utilisent toutes les occurrences d’auteurices cité·es ou seulement les occurrences rattachées à des auteurices déjà intégré·es à la base de données AutiHub. Ils utilisent les rattachements mis en cache entre les auteurices cité·es et les auteurices intégré·es à la base de données AutiHub. Dernier calcul : 16/08/2026 11:30.

Références citées
75
Nombre total de références citées intégrées pour cette publication.
Références citées avec un·e auteur·ice identifié·e comme autiste
16 / 75 (21,3 %)
Occurrences d’auteur·ices cité·es identifié·es comme autistes
32 / 228 (14,0 %)
Parmi les occurrences rattachées à des auteurices intégré·es à la base de données AutiHub : 32 / 89 (36,0 %). Auteurices cité·es distinct·es identifié·es comme autistes : 24 / 205 (11,7 %).
Occurrences citées rattachées à la base AutiHub
89 / 228 (39,0 %)
Auteurices cité·es distinct·es rattaché·es : 66 / 205 (32,2 %)
Occurrences rattachées, non identifiées comme autistes
57 / 89 (64,0 %)
Parmi les seules occurrences rattachées. Sur l’ensemble des occurrences d’auteurices cité·es : 57 / 228 (25,0 %). Auteurices cité·es distinct·es rattaché·es, non identifié·es comme autistes : 42 / 66 (63,6 %).
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