Last month during Autism awareness month, I had a privilege of being a part of a panel discussion at Gulf Coast State College on Neurodiversity. While most school years are coming to a close, we had a robust conversation among two neurodiverse students and two professionals on a wide variety of topics in neurodiversity. Since our topics share so much relevance to neurodiverse students, clients and people in the world, I thought I would share a few of the questions and answers we discussed in the panel.

• In what ways do you believe neurodiversity enriches academic, professional, or creative communities? Neurodiversity can enrich many spaces with innately different vantage points in which to approach a question, problem, outlook, behavior, or viewpoint. All spaces, when approached with curiosity and openness, can benefit from a different viewpoint or way of doing things.

  • Analogy of using hyper focus: For many ND people, they have the ability to hyper focus on areas of interest. This can look like: lots of research, collecting everything about the topic, making art about the topic, sending lots of emails or communicating for long periods about the topic. In this way, if you give an ND person something to work on that speaks to already expressed interest, you have a gem of a student, employee, or colleague to help assist in any joint effort.

• How can we better accommodate neurodivergent students, particularly those with ADHD and autism? Can students where sunglasses, hats, earplugs/headphones other wearable accommodations? Can lighting be adjusted if requested? Can students write down their questions or responses before being called upon suddenly in class? What are teachers communication expectations regarding email response time, etc?

• How can we as an institution and individuals foster an environment that not only accommodates but celebrates neurodiverse people? Allow for the unexpected and unusual. Let yourself be surprised by differing viewpoints and communication styles. Allow a person to talk with you about their special interest, then trade. Make time for special help or 1:1 time: learning lab, tutors, but also instructors. Allow what you used to think was weird or “out of bounds.”

• What strategies would you recommend to neurodivergent students to be proactive in their self-care and academic success? First, self-accommodation is self care. Second, look to your previous academic year as a guide for what may work. When in doubt, look to the big five: Sleep, nutrition, time management (schedule and downtime), sensory, and support.

• How can students build a support team on campus? What roles can peers, faculty, and mental health professionals play in this team? Utilize support services for learning (tutors), accommodations (disability services), class (office hours), finding a ND buddy on campus, counseling, advising, and mental health care if needed.

• What message or advice would you give to neurodivergent individuals about recognizing and leveraging their unique strengths? Your difference is your strength. Find people who see your difference and celebrate it, are curious about it, and want to know more. Many high functioning ND people feel as though their lived experiences of the world is different than other people. So letting your story be seen, be heard, and be expressed in a space where you are safe and supported!

• If you are reading this, and are interested in working with me, feel free to fill out my application here or email me. I look forward to helping you in your neurodiverse journey!