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., 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 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 la bibliographie citée

Ces indicateurs décrivent la bibliographie citée par cette publication. Un nom d’auteurice est compté chaque fois qu’il apparaît dans une référence citée : une même personne peut donc être comptée plusieurs fois. Les noms qui ne sont pas encore associés à un·e auteurice déjà présent·e dans AutiHub sont traités comme inconnus, pas comme non autistes. Dernier calcul : 02/10/2026 07:51.

Références citées
75
Avec un DOI
58
Sans DOI, à partir du texte brut de la bibliographie
17
19 / 75 (25,3 %) références citées comprennent au moins une personne identifiée comme autiste.
Références avec données à compléter
10 / 75 (13,3 %)
Références avec noms d’auteurices détectés
65 / 75 (86,7 %)
Sans nom d’auteurice détecté
10
Sans titre structuré
10
Sans identifiant stable
16
Références avec noms bruts d’auteurices restant à vérifier
9
Références avec problème de récupération des métadonnées externes
0
Ces indicateurs portent sur les références citées affichées sur cette page, après fusion des doublons techniques. Une référence sans DOI peut quand même soutenir les statistiques d’auteurices lorsqu’un titre et des noms d’auteurices sont disponibles.
Noms d’auteurices détectés dans la bibliographie citée
228
À partir du DOI ou de métadonnées externes
228
À partir du texte brut validé de la bibliographie
0
Noms bruts déjà validés
0
Noms bruts restant à vérifier
13
97 / 228 (42,5 %) noms sont associés à un·e auteurice déjà présent·e dans AutiHub. 131 / 228 (57,5 %) noms ne sont pas encore associés.
Noms associés à une personne identifiée comme autiste
40 / 228 (17,5 %)
Calculé sur l’ensemble des noms d’auteurices détectés dans la bibliographie citée. Parmi les noms associés à un·e auteurice déjà présent·e dans AutiHub : 40 / 97 (41,2 %). Personnes distinctes identifiées comme autistes : 32 / 205 (15,6 %).
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