NEURODIVERSITY, MENTAL HEALTH, AND SUPPORT
Every mind is unique, adding to the diversity of human experience. In this resource, we’ll explore what neurodiversity is, associated mental health challenges, and methods to foster support to promote inclusivity and understanding.
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Neurodiversity encompasses neurodevelopmental differences like autism spectrum disorder, attention deficit hyperactivity disorder, and dyslexia. It may be understood as variations in how individuals experience perceive, and interact with the world.
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Neurodivergent students often feel pressured to conform to neurotypical expectations to avoid negative judgments from society. To maintain stable relationships with peers or teachers, they might keep quiet about their struggles. This pressure, along with the stigma surrounding their condition, can add to their cognitive and emotional strain as they try to mask certain traits. Consequently, this leads to significant mental health challenges.
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As a peer, you can support neurodivergent students by fostering empathy and understanding. This can be achieved through active listening—taking the time to hear and validate the experiences of neurodivergent peers without judgment. To practice active listening, you may restate what the speaker says in your own words, ask questions when needed, and show engagement through nonverbal actions like nodding where appropriate.
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Additionally, consider being flexible in your interactions. For example, remaining patient if someone needs extra time to express themselves or accommodating different communication styles.
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If you're a neurodivergent student, clearly communicate your needs to teachers, counsellors, and friends to ensure you get the right support.
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Seeking professional help from therapists who specialise in neurodiversity can also provide effective strategies for managing mental health and well-being.
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Finally, regularly reflecting on your experiences helps you identify what works best and adjust your strategies, leading to better outcomes and personal growth.
References:
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Hamilton, L. G., & Petty, S. (2023). Compassionate Pedagogy for Neurodiversity in Higher education: a Conceptual Analysis. Frontiers in Psychology, 14(14). https://doi.org/10.3389/fpsyg.2023.1093290
Syharat, C. M., Zaghi, A. E., Gabriel, R., Berdanier, C. G. P., & Hain, A. (2023). Experiences of neurodivergent students in graduate STEM programs. Frontiers in Psychology, 14. https://doi.org/10.3389/fpsyg.2023.1149068
Weger Jr, H., Castle-Bell, G., Minei, E. M., & Robinson, M. C. (2014). The relative effectiveness of active listening in initial interactions. International Journal of Listening, 28(1), 13–31. https://doi.org/10.1080/10904018.2013.813234