Universities are identified as neurodiversity “cold spots”, “maintained by low levels of staff awareness, ambivalence and inflexible teaching and assessment approaches” ². Consequently, neurodiversity – the natural variation in how people think, feel, and interact – is insufficiently supported. Compared with their peers, neurodivergent students face significant barriers in higher education, resulting in lower academic performance, higher dropout rates, and poorer mental health^{2, 3}.

The NeUUroinclusive Education project addresses this challenge using the evidence-informed framework of Universal Design for Learning (UDL). The project introduces a targeted innovation to promote equitable student success and wellbeing by strengthening inclusive teaching practices and embedding neuroinclusive principles in course design and educational policies.

Background information

The National Student Survey shows that 12% of UU’s population identify as having ADHD, learning differences, or being on the autism spectrum⁴. As neurodivergence is not limited only to those with formal diagnoses, the expected percentage of all neurodivergent students is higher (±20%)⁵. Difficulties reported by neurodivergent students – concentration problems, anxiety/stress, or feeling overstimulated – are shared by other students, such as those with mental health issues, temporary or chronic illnesses, or care responsibilities⁴. Therefore, creating a more inclusive educational environment for neurodivergent students can benefit many other students.

Although UU offers various forms of support (e.g., support group Brainpower, classroom/exam accommodations), university support generally remains reactive and deficit-focused⁵. Students experience numerous barriers to accessing this support, including lack of formal diagnosis required for educational provisions. Furthermore, these services do not address the educational barriers that are at the root of neurodivergent students’ difficulties. Full inclusion requires teachers, study advisors, and tutors to develop knowledge, awareness, and understanding of neurodiversity. In the long term, this should reduce reliance on resource-intensive support, as structural inclusion decreases the need for individual exceptions.

Project description

This project adopts the social-ecological model or neurodiversity paradigm, focusing on the interaction between individuals and their university environment^6,7,10. This environment encompasses physical spaces and teaching and assessment practices, attitudes of teachers and peers, available support, classroom climate, and educational policy¹¹. From this perspective, barriers to participation arise not only from individual characteristics but also from how educational environments are designed.

This focus on the learning environment aligns with the Universal Design for Learning (UDL) framework, aiming to meet diverse student needs by designing instructional practices and learning materials that support metacognition and help students develop into expert learners^8,12. UDL is grounded in cognitive neuroscience and aligns its three principles with the brain’s learning networks⁹. These principles translate into instructional strategies:

UDL has a growing evidence base^9,12 and is implemented in higher education institutions internationally, including in the Netherlands. At Tilburg University, UDL-principles are applied to redesign the assessment of oral presentations, e.g.: students formulate own learning goals, practice in small groups, and criteria are more broadly formulated to avoid neuronormativity.

Goals

This project aims to promote equitable student success and wellbeing by strengthening neuroinclusive teaching practices and embedding neuroinclusive principles in course design and educational policies, thereby supporting students’ attainment of qualification, socialisation, and personal development.

The estimated scope encompasses, at a minimum:

• 5 neurodiversity ambassadors (1/faculty) and 1 Special Interest Group (SIG)
• 5 redesigned courses based on UDL, involving >10 teachers from 5 programmes
• 3 policy revisions/recommendations
• 10 tutors, thesis supervisors, and study advisors with neurodiversity knowledge

Intended results

Project deliverables:

• Neuroinclusive Course Design Toolkit
• Policy Brief and Implementation Roadmap
• Learning Community in Neuroinclusive Education

Outcomes:

• Changes in Educational Practice
  Adoption of UDL-principles in selected pilot courses
  Increased reported use of UDL-strategies among participating teachers
• Teacher Development
  Increased knowledge of neurodivergent students’ learning needs
  Increased confidence in inclusive supervision and assessment
  Active participation of at least 10 teachers across at least 5 faculties
• Student outcomes
  Qualification : Improved course and thesis completion rates
  Reduced perceived mismatch between skills and assessment demands
  Socialization: Increased engagement in collaborative and classroom activities
  Improved sense of belonging in the academic community
  Personal Development: Increased academic self-efficacy
  Improved self-regulated learning (goal-setting, planning, strategy use)

Sustainable impact:

• Structural Embedding
• Organizational Roles and Continuation
• Scalable Reach