Skip to main

Two-thirds fear stigma: Federation boosts support for neurodivergent students

12 June 2025 · 2 min read
A Federation University survey of 600 students and staff has revealed that two-thirds of neurodiverse students fear being labelled or stereotyped if they ask for support, prompting the University to boost measures to help neurodivergent (ND) students achieve success. 

A Federation University survey of 600 students and staff has revealed that two-thirds of neurodiverse students fear being labelled or stereotyped if they ask for support, prompting the University to boost measures to help neurodivergent (ND) students achieve success.

The survey findings are being highlighted in the lead-up to Neurodiversity Pride Day on Monday 16 June, a day which encourages the community to celebrate and embrace the unique strengths of neurodivergent minds.

The survey is part of the Higher Education Participation and Partnerships Program (HEPPP)-funded project “Supporting Neurodivergent Students in Higher Education,” led by Dr Steve Edwards, Senior Lecturer and Clinical Psychologist at Federation’s Institute of Health and Wellbeing. The survey was co-designed with students and consultants who have lived experience of neurodivergence and provided critical insights into the experiences of ND students and staff across the University.

More than 500 current and former students and over 100 staff, both neurodivergent and neurotypical, participated in the survey aimed at better understanding the challenges faced by those who have a formal diagnosis or self-identify as having conditions like autism, ADHD, or learning differences such as dyslexia.

Key findings from the survey include:

  • 75 per cent of ND students are used to being totally self-reliant;
  • 57 per cent of ND students have little to no support outside the University;
  • 62 per cent of ND students lack confidence in asking for help;
  • 66 per cent of ND students fear being labelled or stereotyped if they ask for support;
  • 44 per cent of ND students identify with ADHD, 40 per cent with autism, and 26 per cent with a learning disorder;
  • Among staff, 33 per cent identify with ADHD, 29 per cent with autism, and 19 per cent with a learning disorder

Federation University’s Chief Learner Experience Officer, Samantha Bartlett, said the survey results underscore the need for student-informed strategies to foster inclusion and academic success.

“These findings provide important insights into the barriers ND students face,” Ms Bartlett said.

“With input from hundreds of past and present students, we now have a clear understanding of what fosters social inclusion and academic success.

"By implementing the strategies they’ve endorsed, Federation University is taking meaningful steps toward becoming a more inclusive and neurodiverse community.”

Initiatives and actions to date:

  • Creation of low-sensory spaces: A low-sensory room is now available at the Gippsland campus, with a second space under development at Mount Helen in Ballarat.
  • ND toolkit for staff and students: A comprehensive online resource featuring practical strategies and expert-led advice is now live.
  • Support for ND student clubs: Ongoing support is being provided to foster community and peer connection.
  • Research dissemination: Findings have been shared at the International Society for Autism Research (INSAR) and Federation University’s IHW Research Day, with academic publications underway.

One of the most significant outcomes is the development of University-wide training for all staff, including educators, administrators, and support staff, on how to best support students who are neurodivergent.

Training will focus on increasing awareness of neurodiversity, developing inclusive teaching practices, and enhancing communication and behavioural support. 

Survey results can be viewed via this infographic: Supporting Neurodivergent (ND) Students in Higher Education: Survey Results (Infographic).

Federation University’s Neurodivergent Club, provides a welcoming space for ND students and staff to connect, and advocate for inclusion hosting events, helping members access services that support the neurodivergent people pursue higher education.

Federation University Bachelor of Psychological Science student and Neurodivergent Club President and founder Aaron Valdes said when he participated in the neurodivergent survey, he was struck by how many people were advocating for themselves and calling for meaningful change. 

“It became clear that there was a real need in our community that wasn’t being met. As someone who is neurodivergent myself, I know how isolating it can feel and how hard it can be to find a true sense of belonging. That’s why I founded the Neurodivergent Club at Federation University, to create a space that not only promotes inclusion but also fosters a supportive community where people truly understand and uplift one another.”

Dr Edwards emphasised the importance of these initiatives. 

“This project has highlighted the real barriers ND students face in higher education, and implementing student-endorsed strategies is a major step in creating a university environment where all students feel understood, supported, and empowered to succeed.” 

The release of the ND survey results coincides with Neurodiversity Pride Week, running 10-17 June, with Neurodiversity Pride Day on 16 June — a day to embrace and celebrate the unique strengths of neurodiverse people and stand together in pride, solidarity, and self-acceptance.

About the project and the survey

The Enhancing the Inclusion and Success of ND Students in Regional and Remote Higher Education project (2023–2024) was a collaboration between the Institutes of Health & Wellbeing, Education, Arts & Community, Disability Services, and Student Wellbeing at Federation University. It was funded through the Higher Education Participation and Partnerships Program. The main source of data was the Neurodiversity, Success and Inclusion at Federation University survey (HREC: 2023-29) conducted as part of the project.