Student perspectives on neurodivergence in higher education : a quantitative campus survey, 2025

Item — Call Number: MU Thesis Zam

Identifier: b7932443

Scope and Contents

From the Collection:

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The collection consists of dissertations written by students enrolled in the Monmouth University graduate Occupational Therapy program. The holdings are primarily bound print documents that were submitted in partial fulfillment of requirements for the Doctor of Occupational Therapy degree.

During the fall 2022 semester (in instances where the requisite waivers were received from consenting student authors), the Monmouth University Library, together with the University's Graduate School and School of Education, began providing open access to select full-text digital versions of current theses and dissertations through links to the ProQuest Dissertations & Theses Global website in the Library's Online Public Access Catalog. Links to these open access digital publications can also be found in the "External Documents" section under any conforming titles that are listed among the holdings itemized in the collection inventory for this finding aid.

Dates

Creation: 2025

Creator

Zameito, Zoey (1998- ) (Author, Person)
Garcia, Andrea (Thesis advisor, Person)
Goodwin, Alysson (Thesis advisor, Person)
Patro, John (1985- ) (Thesis advisor, Person)

Conditions Governing Access

The collection is open for research use. Access is by appointment only.

Research appointments are scheduled by the Monmouth University Library Archives Collections Manager (732-923-4526). A minimum of three days advance notice is required to arrange a research appointment for access to the collection.

Access to the collection is confined to the Monmouth University Library and is subject to patron policies approved by the Monmouth University Library.

Patrons must sign a completed Researcher Registration Form and provide appropriate identification to obtain access to the collection. Copies of these documents will be kept on file at the Monmouth University Library.

Full Extent

1 Items (print book) : 127 pages ; 8.5 x 11.0 inches (28 cm).

Language of Materials

English

Additional Description

Abstract

Importance: As neurodivergent student enrollment is increasing in higher education, it is important to address university barriers and college students’ perspectives that promote a neuro-affirmative environment on campus.

Objective: The Neurodiversity Attitudes Scale (NAS) was used to assess students’ perspectives and awareness about the topic of neurodivergence. These views served as a needs assessment to help determine neurodivergent support needs and awareness initiatives that should be implemented on campus.

Design: A quantitative descriptive design was used with the NAS to measure attitudes. The NAS was divided into five subcategories, relating to stigmatizing attitudes toward neurodivergent identity, separation of neurodivergence from identity, attitudes that combat stigmatizing views of neurodivergent identities, inclusion attitudes toward neurodivergent identities, and awareness of neurodivergent identity and activism on campus.

Setting: Monmouth University

Participants: 43 anonymous Monmouth University students, aged 18 to 89 were recruited. through purposive sampling. Participants ranged from various academic schools.

Outcome Measures: Outcome measures included student responses to the NAS, which assessed attitudes toward neurodivergence and identified gaps in awareness and inclusion.

Results: Results included 43 participants in total from various school departments and showed a need for awareness initiatives to help promote inclusion on campus.

Conclusions & Relevance: While acceptance is increasing, gaps remain in promoting initiatives on campus. Therefore, these findings show opportunities for occupational therapists (OTs) to lead neuro-affirming advocacy initiatives that promote inclusivity for the neurodivergent student population.

What This Article Adds: The results from university students showed how universities can better support neurodivergent college students by creating more inclusive and accommodating campus environments. The research also helps OTs better understand how to advocate for college students’ occupational needs, reduce barriers, and promote mental health and participation in the university context.

Key Terms: accommodations, advocacy, attitudes, awareness, campus, college, higher education, inclusion, occupational engagement, occupational justice, neurodivergence, neurodiversity, perspectives, safe spaces, stigma.