Throughout the last year we have been busy working away on our priority area projects, and I am pleased to provide an update on our project on improving the experience of Neurodivergent students at The Open University (OU).
How it started...
This is a project that is especially close to my own heart as it is one I started in my previous term as the Vice President Equality, Diversity and Inclusion (VP EDI) along with Lou Robinson (our previous VP Community and Engagement) and the Open SU EDI staff team. It was developed based on student feedback and my own journey of understanding, navigating late diagnosis and my studies.
What we found...
Student feedback was gathered through focus groups, student surveys and direct feedback received to the EDI team. From this we identified five key themes to focus our work on:
- Teaching and learning – Flexible learning formats, alternative assessments, clear use of language, advance copies of learning material, a variety of tutorials and more personalised learning, more flexibility with deadlines.
- Communication and feedback – Clearer navigation of OU and Open SU web pages, clear and constructive feedback, and recognising the impact Rejection Sensitive Dysphoria (RSD) can have on neurodivergent students' engagement with feedback.
- Community – Specific social spaces for Neurodivergent students, some support to facilitate / moderate social spaces, organisation of clearly recognisable relaxed events and sessions.
- Mental Health and wellbeing – Resources to help Neurodivergent students who may also be struggling with their mental health, trained advisors within the mental health support team, enabling easier access to support for those students who must self-diagnose due to the systemic issues in the diagnostic process.
- Support and guidance – Specific neurodiversity training for tutors and staff, personalised support and reporting mechanisms, clear signposting to support services, more support for students with submitting DSA claims, and support for Neurodivergent students going through the diagnosis process.
How we have used this in our work so far…
From this, we then developed (and when I say we, I mean the fabulous Rachel Ishmael in the EDI and Belonging team) an action plan to work through. Some of the findings have been incorporated into our other priority area projects around the student and academic experience.
I recently presented our work to the OU’s Equality, Diversity and Inclusion Committee which prompted some really great conversations on how the OU can support Neurodivergent students. Since then, I have been having regular meetings with members of the accessibility and disabled students’ team on how we can implement some of this support – in particular, how we can ensure those who chose to self-identify or are unable to access diagnostic services can get the help and support they need.
Charon Gates, Faculty Rep for Wellbeing, Education, Languages and Sport (WELS), has produced and presented to Associate Lecturers (ALs – also known as Tutors) advice about supporting students with mental health challenges. During these conversations, she has been able to show a clear definition and difference between these students and those with neurodiversity to help increase understanding and awareness.
We have also developed the Neurodiversity Hub on our website, which brings together useful resources, services and links to events that you may find useful. There is also a section in which you can share your own tips that you have found useful in managing study as a Neurodivergent person.
We are aware of the growing need to provide a community space for Neurodivergent students to offer the opportunity to connect with other students, and for support and guidance. We are currently working in conjunction with our Disabled Students Group (DSG)* where there is already a thriving community of Neurodivergent students. You can join the DSG through our Disabled Students Group section on our website.
As a part of this community building, Charon and I are also running monthly drop-ins for Neurodivergent students to come together. It’s a friendly, confidential space for all Neurodivergent students, whether diagnosed or not, to connect, share, or just be yourself.
They will be held on the fourth Thursday of each month from 6:30pm–7:30pm and we are hoping to cover a range of topics and maybe get some guest speakers in too! You can add the events to your digital calendars through our website or, if you join the DSG through our website, you will also be added to the mailing list for event reminders.
Our next drop-in session will be on Thursday, 23 October – Neurodivergent Student Drop-in.
What’s next?
We will continue to champion the voices of Neurodivergent students, and ensure that we are using our learning in our work with the OU. As well as championing best practice across the various schools and faculties, we are also looking at ways in which we can share our work with the wider institution to increase awareness and understanding in all areas of the OU.
So, whilst we have made a strong start, we are not quite done yet and I hope to be able to share more updates with you as our work continues.
* Whilst we know not all Neurodivergent students identify as disabled, we do have to navigate many of the same systems and face similar barriers – both at the OU and with external agencies.