GSL Index figures[1] show that almost one in five (18%) of students in purpose-built student accommodation in the UK report that they are neurodivergent.[2] This is higher than the proportion of people in the UK who are estimated to be neurodivergent (15%).[3]
Of the population of students in PBSA who are neurodivergent, 24% say they have a disability. While this may indicate the presence of another condition, it may also indicate that these students consider that their condition impacts their lives to the extent that it causes an impairment. Alternatively, it may indicate the presence of a formal diagnosis of a condition such as autism.
GSL Index figures show that when it comes to the student accommodation experience, students who are neurodivergent are not faring as well as students who are not neurodivergent, and are more likely to struggle across a range of areas. Compared to students who are not neurodivergent, students who are neurodivergent are more likely to:
- rate their welcome from other students during move-in less positively (57% vs 73%).
- Say that their accommodation negatively impacts their wellbeing (19% vs 10%).
- Report that they suffer from stress/anxiety (61% vs 41%), depression (42% vs 15%) and other mental health conditions (31% vs 6%).
- Say that they struggle to meet new people (41% vs 31%), suffer from loneliness (35% vs 22%), and struggle with getting on with those in their accommodation (23% vs 15).
- Report that they experience discrimination (5% vs 2%) and bullying 4% vs 1%).
Comments from students who are neurodivergent highlight a number of areas where their accommodation experience falls short:
- Operational communications – failure to provide adequate notice of maintenance, fire alarm testing and information around the arrival of new flatmates can cause significant distress and increase anxiety for students who are neurodivergent. The impact of these issues is so great, that these issues are singled out by students as the one thing they would change about their accommodation experience:
“Introduce flatmates or tell us if someone new is coming.”
“Quieter and less frequent fire alarm tests. More pre-warning before maintenance work.”
- Noise and lighting – for students who are neurodivergent, issues such as excessive noise and flickering lights are more than an inconvenience – these can render spaces inaccessible and create sensory overload.
“As someone with debilitating sensory issues, I had to move from my other accommodation to this one because the living conditions there were so poor.”
- Social events – student comments highlight that students who are neurodivergent often want to participate in social events. However, events do not always meet their needs or are perceived as inaccessible:
“It’s usually my own fault, but I find it hard to go to socialising occasions. I’m not too sure how they could help more, as I’ve gone to the front desk and gotten some advice that helps a bit!”
“Possibly activities exclusive for people that have any disabilities or learning disabilities like mine (autism spectrum disorder). Not anything patronising, but something since I find it extremely hard to be involved in or be a part of anything in the community outside of simply just being stuck in my own room here. I feel like I barely belong next to other people. It would’ve been really great to know more people like me here.”
- Built environment – poorly designed spaces can also negatively impact students who are neurodivergent by creating unecessary distractions and sensory overload. An example frequently cited by students is ‘quiet’ spaces located next to bustling entryways or busy public spaces.
“The study area is next to the social area, so there’s always a lot of noise in the study area.”
Dublin City University is one university that has been working hard to address issues such as noise and lighting and built environment design to better support students and staff on the autism spectrum. At this week’s GSL Live conference, we were delighted to welcome Fiona Earley, Autism Friendly University Coordinator at Dublin City University (DCU), who shared the work done by DCU since 2016 on its Autism-Friendly Project and how an autism-friendly approach can benefit all students. DCU’s Autism-Friendly Project aims to support students and staff on the autism spectrum. Some of the initiatives taken by DCU to date include:
- the development of an Autism toolkit for students.
- Autism-friendly open days.
- installation of three sensory pods; and
- the development of new quiet spaces to support students to recovery from sensory overload and recharge.
In 2018, DCU was designated the world’s first Autism-Friendly University, and in 2021, DCU launched the first-ever Autism-Friendly University Design Guide, developed in collaboration with global expert Prof Magda Mostafa, a world leader in the field of autism-friendly architectural design.
As part of the development of the Design Guide, students from DCU’s autistic community completed a sensory audit of the campus for the Design Guide, with findings showing a need for quiet, sensory-friendly spaces. The Design Guide includes guidance around the issues that need to be considered when it comes to autism-friendly student accommodation.
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To read more about the experiences of students who are neurodivergent in student accommodation, check out this year’s CUBO and GSL report into the accommodation experience of students with a disability, students who are neurodivergent, students from an ethnic minority and those who are LGBTQI+ in the UK and Ireland.
[1] GSL Index, Q2, 2024
[2] Neurodiversity is the concept that all humans vary in terms of neurocognitive ability. The term ‘neurodivergent’ is used to describe a range of people who may have conditions such as Attention Deficit Hyperactivity Disorder (ADHD), Autism Spectrum Disorder (ASD), and Dyslexia, to name just a few. Source: The Brain Charity, Neurodivergent, neurodiversity and neurotypical: a guide to the terms, 2022.
[3] Local Government Association, Neurodiversity, 2024.
