Enhancing careers services' support for neurodivergent students

As the number of neurodivergent students in higher education continues to rise, university careers services must adapt to meet their unique needs, writes Mark Allen, careers consultant at Imperial College London

Barriers and challenges

Neurodivergent students, including those with autism, ADHD, dyslexia, dyscalculia, and Tourette Syndrome, often face significant barriers when navigating their career paths. Applying for job opportunities, performing well in interviews, and succeeding at assessment centres are areas where neurodivergent students frequently struggle. Then there is the ongoing dilemma of whether to disclose their neurodivergent condition to request necessary adjustments, due to concerns about facing prejudice and being unjustly deselected from the process.

Despite growing awareness around neurodivergent conditions, some employers remain ignorant or fail to embed inclusive practices within their recruitment processes and workplace culture. As a result, neurodivergent candidates may face additional obstacles, including ambiguous job adverts and non-inclusive recruitment practices.

The stats back this up. According to the What Happens Next in Challenging Times? report 2024, neurodivergent graduates were less likely to go into full-time employment than their neurotypical peers, and more likely to go into part-time work.1

Autistic graduates, who are tracked separately, experience significantly higher rates of unemployment and underemployment. They are less than two-thirds as likely to secure full-time employment and are nearly three times more likely to be unemployed compared to neurotypical graduates.

Another challenge is reaching out for assistance from careers services. Many students experience self-doubt and a lack of confidence, which can be exacerbated by a sense of otherness or isolation. This reluctance to seek help can hinder their ability to access valuable resources and support.

Recognising these challenges, it becomes crucial to provide targeted support that empowers neurodivergent students to navigate the job market effectively and confidently.

Vital support

To help neurodivergent students overcome these challenges, we can help them identify inclusive employers and, if they require adjustments, guide them to share their neurodivergent condition with employers in a confident, assertive and unapologetic way. It is essential to focus on their strengths, many of which can be linked to their neurodivergent conditions.

While everyone is unique on an individual level, certain skills are often more common with specific conditions. Individuals with Tourette Syndrome often possess keen observational skills and creativity, while those with ADHD may also be creative and energetic, with the ability to hyper-focus. Dyslexic students frequently excel in visual thinking and 3D mechanical skills, while those with dyscalculia might display innovative verbal thinking. Autistic students often have exceptional concentration, fine detail processing, and memory abilities.

Careers services can play a vital role in helping neurodivergent students identify their strengths, align them with job requirements, and show recruiters they have the skills needed for workplace success. By encouraging students to focus on what they can offer employers in these discussions, rather than what they may perceive as deficits, they can build confidence and approach the job market with a more positive mindset.

To effectively support neurodivergent students, careers services must practice what we preach and ensure we are as inclusive as we expect employers to be.

Inclusive approaches

First, services should ensure that their processes are accessible and welcoming. This might involve simplifying complex or competitive booking systems or offering longer appointment times to accommodate students who require more time to process information and express their needs.

Careers services should also evaluate the inclusivity of their workshops and materials, ensuring they are accessible to all students. Hosting tailored workshops, mentoring schemes, and work placements specifically designed for neurodivergent students can provide valuable opportunities for skill development and networking.

Collaboration with other university support services is crucial for a holistic approach to student support. Careers services can collaborate with Disability Advisory Services on projects or ask their views of our services, resources and initiatives. We can work with counselling services, and other relevant departments to create seamless referral systems and enhance the overall student experience.

Promoting specific internships and opportunities from specialised external organisations, such as EmployAbility, MyPlus, or Enna, is another important strategy. These organisations are dedicated to supporting neurodivergent individuals in their career journeys, and careers services can act as a bridge between students and these resources.

Finally, it is essential to engage directly with neurodivergent students to understand their needs better. Surveys, focus groups, and employing students as consultants can provide valuable insights that help careers services continuously improve their offerings.

By recognising the unique challenges faced by neurodivergent students and graduates, and implementing inclusive, supportive practices, university careers services can play a pivotal role in reducing the employment gap and ensuring these individuals have the opportunity to succeed in their chosen careers.

Furthermore, by aligning with the goals of the 2023 Disabled Student Commitment, the initiative launched by the Disabled Students' Commission, these efforts will not only support neurodivergent students but also contribute to a broader, more inclusive educational environment that upholds the rights and potential of all neurodivergent and disabled students.2

This article was first published in the 2024/25 edition of What do graduates do?

Notes

1. What Happens Next in Challenging Times?, AGCAS, 2024.
2. The Disabled Student Commitment, AdvanceHE.

Written by

Mark Allen

Careers consultant

Imperial College London