As our understanding of neurodivergences such as autism spectrum disorder (ASD), ADHD, dyslexia, dyscalculia and dysgraphia continues to grow, institutions are recognizing just how many of their students are neurodivergent. In 2025, the American College Health Association published a survey of over 25,500 undergraduate students and found 17.2% reported having ADHD or ADD, 5.7% reported having a learning disability and 4.9% reported having autism spectrum disorder. An estimated 1 in 31 eight-year-olds received an autism spectrum disorder diagnosis in 2022 (22.2% higher than in 2020), and experts expect the number of neurodivergent college students to rise in the years ahead.
We can’t assume that awareness and access to disability services are widespread or effective across all institutions. This is especially true for community colleges, rural schools and institutions with less robust support systems. Access varies in terms of awareness but also in diagnosis, accommodations and program enrollment. These gaps matter and underscore the underrealized potential of neurodivergent students. Research shows that learners with ADHD symptoms consistently have lower GPAs and higher dropout rates. Meanwhile, a recent study comparing neurodivergent and neurotypical university students found no differences in their decision making or analytical thinking.
Institutions should reimagine how learning happens and how they deliver support. Doing so could not only better support neurodivergent students but also build a stronger learning environment for all students. As a college president, I see the challenges these learners face up close. The term neurodivergent refers to individuals whose brains function differently from what is considered typical, often resulting in unique strengths as well as specific challenges. Neurodivergence exists on a spectrum, meaning that experiences and needs can vary widely from person to person. Many of these learners struggle with time management, lack of self-confidence and cognitive overload. They may also struggle to advocate for themselves.
Every day, I see the tremendous potential that neurodivergent students bring to the classroom, only to see that potential held back by a system that was not built with them in mind. Many traditional college settings too often emphasize rigid class schedules, lengthy lectures, mandatory seat time and standardized approaches to instruction. These environments can be especially challenging for students with sensory sensitivities, executive functioning differences or social communication barriers.
Institutions can start rethinking their approach by embedding flexibility into the learning experience. Competency-based education (CBE) models, for example, allow students to progress at their own pace and demonstrate mastery based on what they know, not just how long they’ve spent in a classroom. CBE tailors the learning experience to each student’s strengths and weaknesses, empowering them to excel in areas where they excel and receive targeted support in areas where they need to improve. For learners who may struggle with time management, attention regulation or fluctuating energy levels, this personalization can be transformative.
Online learning can also be a powerful tool, removing logistical and sensory barriers, such as long commutes, noisy lecture halls or unstructured group interactions. However, creating an accessible environment requires more than simply moving courses online or rearranging a syllabus. For some neurodivergent students, asynchronous learning can be socially isolating or difficult to navigate without consistent structure and support. To make learning, online or otherwise, work for all students, faculty and staff must receive training to understand better and respond to neurodiverse learners’ needs. Institutions need to reframe these accommodations as innovations in inclusive learning pedagogy.
This work is already happening, as many colleges and universities embrace Universal Design for Learning (UDL). The approach emphasizes designing courses and environments to be accessible from the outset, rather than retrofitting them only after a student requests help. UDL encourages instructors to present material in multiple formats, offer students different ways to demonstrate understanding and proactively reduce barriers in both digital and physical classrooms. The University of San Diego, for instance, has launched its Center for Embodied Equity and Neurodiversity, which focuses on reshaping the institution’s culture by integrating neurodivergent perspectives into curriculum design, faculty development and campus policy.
Meanwhile, Capella University launched its Center for Neurodiversity, a dedicated initiative providing targeted resources and support to neurodivergent learners. The center’s resources include an integrated writing and reading app designed for individuals with dyslexia and dysgraphia, offering adaptive technologies to support reading, writing and editing. Students can also access reading self-assessments, time management apps and mind-mapping tools that help those with ADHD visualize their thoughts more effectively.
These efforts must become the rule, not the exception. Supporting neurodivergent learners isn’t a niche concern. It’s a broader blueprint for a more effective approach to higher education. When institutions remove barriers for neurodivergent students, they can uncover solutions that help all learners. Creating environments where neurodivergent learners can succeed helps ensure every student, regardless of how their brain works, has the opportunity to thrive.