My college experience was shaped by the challenges of navigating an environment that often did not fully understand or accommodate my needs as an autistic student. As someone who had been non-speaking until age 5, I still faced difficulties in social interactions, communication, and adapting to the expectations placed on students. Although I had made significant strides in my early education, college presented a whole new set of challenges, as I found that much of the focus in academic settings was on managing behaviors or meeting societal expectations rather than fostering my unique strengths.
In many of my classes, I struggled with how to engage in discussions or group projects, especially when the expectation was to speak up at certain times in specific ways. My method of communication—whether it was through written responses or quiet observation—was often seen as insufficient. There was an emphasis on pushing me to adapt to the standard ways of contributing rather than valuing the different skills and perspectives I brought to the table.
I often felt out of sync with the rest of my peers, not because I lacked the ability to contribute but because the systems in place didn’t always accommodate my neurodivergence.
Socially, college was also a challenge. The pressures of social interaction—particularly in group settings—were overwhelming, and I found it challenging to keep up with the fast pace of communication and the unspoken rules that seemed to guide interactions. As a result, I often struggled with forming connections, not because I didn’t want to but because I didn’t know how to navigate the social landscape in a way that was expected. This sense of not fitting in reinforced the feeling that my differences were something that needed to be fixed.
What became apparent to me over time was that the focus of my college experience was not on celebrating my unique perspective but on trying to make me conform to a standard.
While I did have support services, they often focused on managing my behaviors or making me fit into the traditional classroom mold rather than adapting to my needs or fostering my personal growth.
Despite these challenges, my college years were a period of self-discovery. I began to understand that my experiences and struggles weren’t just obstacles to overcome; they were an integral part of who I am. As I moved forward in my education, I realized the importance of finding spaces that valued neurodivergence and celebrated differences rather than seeking to suppress them. This insight has deeply influenced my work as a special education teacher, as I now strive to create an inclusive classroom environment that adapts to the needs of my students and embraces their differences, much as I wished for when I was in school.
In recent years, K-12 education has seen significant progress in the area of inclusion, with many schools and educators shifting from a focus on changing the behaviors of neurodivergent students to one that embraces their differences and provides support tailored to their needs. The focus has shifted toward creating inclusive environments where students can learn in ways that align with their individual strengths rather than forcing them to conform to traditional, often rigid, behavioral norms. This shift in perspective has been foundational in helping neurodivergent students thrive, as schools now emphasize accommodating diverse learning styles and offering various forms of support, such as assistive technology, sensory breaks, and differentiated instruction.
However, despite these positive changes at the K-12 level, similar shifts in the college setting have been slower and more limited. In higher education, there is still a heavy emphasis on students conforming to established academic and social norms, which can create significant barriers for neurodivergent students.
While accommodations are available—such as extended test time or quiet rooms for exams—the broader cultural shift toward embracing neurodiversity is not as prevalent as it is in K-12 education.
Colleges and universities are often less prepared to create inclusive environments that support students in the same way that K-12 schools are increasingly doing. In college, there is still an overwhelming focus on academic achievement within a traditional framework that doesn’t always accommodate the diverse needs of neurodivergent students. For example, there is often little flexibility in how students are expected to participate in class discussions or group work, which can be incredibly challenging for students who may find these environments overwhelming or who have alternative communication styles. The expectation is typically that students will adapt to the traditional norms of participation despite their individual differences. Social expectations are also often inflexible, and the pressure to conform can be isolating for students who may struggle with social interactions or sensory sensitivities. There is much work to be done, and a tremendous need, to better support neurodivergent students in higher education.
