Returning to Learning with a Different Mind: A Neurodivergent Lens
Returning to university as a mature student is a huge achievement. Doing so with a neurodivergent brain adds even more layers of challenge and strength. Neurodiversity includes conditions such as ADHD, Dyslexia, and autism. These affect how students think, process information, and communicate. These differences influence not only learning outcomes but also confidence, participation, and feeling part of university life (Armstrong, 2010). This blog reflects on the experience of mature learners with neurodivergence. It highlights the hidden challenges, often overlooked strengths, and what true inclusion means when returning to learning with a different mind.
Transformative Life Experience
Mature learners bring much more than textbooks to university. Years spent in the workplace and personal life bring insight and perspective. Unlike younger students who follow a fixed path, mature students study with deep purpose. Education becomes about understanding, connecting ideas to real life, and growing personally (Knowles et al., 2015). This means they ask different questions and seek relevance, giving their learning a richness often missing in fresh school leavers.
However, this experience can also create tension. Universities often expect students to move seamlessly from school to university without breaks. Systems still value speed, verbal fluency, and standardised assessment styles. For neurodivergent mature students, this can feel like a mismatch. Their strengths may lie in deep thinking and resilience, which are not always rewarded (Kendall, 2016). This can cause frustration and feelings of being out of step for neurodivergent mature students.
Mature learners often bring a maturity of mind and resilience forged through life’s ups and downs. Their perspective is vastly different from that of their younger peers, who may have only recently left formal education. This maturity supports a more reflective approach to learning. They focus more on meaning than grades, on application rather than rote memorisation. This approach can reinvigorate academic environments when appreciated by institutions.
In addition, mature learners often have a clearer idea of the impact they want their education to make. This focus can increase motivation and commitment. Furthermore, life experience can grant practical knowledge that enriches classroom discussions, bringing theory and practice together in a meaningful way.
Embracing Neurodiversity: Strength Amidst Struggle
Neurodiversity is a celebration of difference, not deficit (Singer, 1999). It calls us to recognise brains that work in extraordinary ways. But universities often don’t see this—they favour rapid processing and standard exams that can overlook brilliance hidden beneath surface struggles.
The concept of neurodiversity means understanding that brains work differently, and this variation should be respected. Conditions like ADHD and dyslexia are not flaws but part of human diversity (Singer, 1999). Yet the majority of university learning still prioritises quick thinking, public speaking, and exams that favour certain cognitive styles. This often sets barriers for neurodivergent students.
Many neurodivergent students find that longer lectures challenge their ability to maintain focus. Reading heavy academic texts can be exhausting and may require extra time. Participating in discussions can be daunting, even if they understand the material well. These challenges are invisible to many, leading to misconceptions about effort or engagement (Clouder et al,2020).
Despite these barriers, neurodivergent learners bring extraordinary creativity, problem-solving skills, and unique viewpoints essential for innovation (Doyle, 2020). Their thinking often connects dots others miss, leading to fresh insights. Unfortunately, rigid assessment systems often fail to capture this, leading to an underestimation of their true intellectual abilities.
Moreover, neurodivergent students often develop strong coping mechanisms and develop resilience in response to challenges. They may approach problems with unconventional strategies, offering alternative solutions overlooked by those with more traditional cognitive styles.
The Emotional Juggle: Study, Work, and Life
Mature students rarely study in isolation. Many juggle full-time jobs, childcare, and community responsibilities alongside their coursework. This balancing act makes academic demands even more taxing. For neurodivergent students, difficulties with executive functions like planning, task initiation, and concentration add to the struggle (Balancing university with jobs, families, and personal challenges is exhausting. For neurodivergent mature students, the pressure feels overwhelming. Everyday tasks like planning, starting projects, and staying focused take extra energy and courage (Sweller, 2011).
Deadlines that do not budge and fixed class schedules create stress, which may worsen mental health and well-being (Broadbridge & Swanson, 2005). In addition, the mental load of switching between different roles can cause fatigue.
However, managing this complex juggling act fosters invaluable skills. Mature neurodivergent learners develop superb prioritisation, adaptability, and resilience, which assist them academically and professionally. Their lived experience equips them with coping strategies rarely taught in academic settings.
It is important to note that this juggling is not just about managing time, but also emotional and cognitive energy. Balancing competing demands requires ongoing adjustments that require self-awareness and flexibility. Universities that recognise these pressures can better support mature neurodivergent students by offering flexible study options and mental health resources.
Inclusivity Beyond Access: Real Inclusion
Support services are lifelines—extra time, quiet spaces, and understanding staff. But true inclusion is far more than accommodations. It’s a heartfelt invitation to universities to redesign learning with empathy, honouring diverse minds as essential contributors (Thomas, 2012).
At Westminster and beyond, the best inclusion happens when students feel safe to seek help without shame. At universities like Westminster, Disability Support Services play a vital role. Yet, the most meaningful inclusion happens when students feel comfortable accessing support openly, without stigma. When diversity in learning is normalised and celebrated, academic culture flourishes.
Inclusion should also influence teaching style and assessment design. Flexible deadlines, varied assessment types, and collaborative learning opportunities can allow diverse learners to thrive. Inclusivity means structural changes, not just reactive token support.
Beyond formal accommodations, inclusion means fostering community connections where neurodivergent students can share experiences and support one another. Peer mentorship programs and academic staff training on neurodiversity awareness also deepen true inclusivity.
Redefining Belonging and Triumph
For neurodivergent mature learners, belonging is not about blending in or hiding differences. It is about being seen and valued for who they truly are. Success is more than speed or volume of work—it is insight, persistence, and embracing unconventional perspectives.
Universities that open their doors to diverse minds create vibrant intellectual communities. These spaces foster innovation and richer learning for all students by drawing on a broad spectrum of cognitive styles.
When universities genuinely embrace neurodiversity, they strengthen education’s purpose. Higher education becomes not only a pursuit of knowledge but a celebration of the many ways to think, learn, and contribute.
Belongingness feeds motivation and resilience—two key ingredients for academic success. When neurodivergent learners experience belonging, their confidence grows, and they can fully engage, benefiting both themselves and the university community.