Why Lived Experience Needs to Shape Tertiary Education Policies
Tertiary education policies are often built on neuronormative assumptions, designed for brains that function within standardised academic structures. These frameworks fail to recognise the diverse ways neurodivergent students learn, process information, and navigate challenges. Sanism—the systemic discrimination against those with mental health conditions—further compounds these barriers, embedding exclusionary practices into attendance policies, assessment methods, and student support services. Without centring lived experience, policies risk being performative, ineffective, or even harmful.

This interactive session will challenge participants to critically examine how tertiary education policies uphold neuronormative biases and create systemic disadvantages for neurodivergent and mentally ill students. Drawing from my experiences as a neurodivergent student and consultant, we will explore the disconnect between policy intentions and their real-life impacts. Institutional processes often assume a one-size-fits-all approach, failing to account for cognitive diversity, sensory needs, and executive functioning challenges. My work in shaping inclusive communication and accessibility policies has reinforced the urgent need for universities to move beyond compliance and actively co-design solutions with lived experience leaders.

Participants will engage in group discussions, case studies, and practical exercises to identify gaps in existing tertiary policies and develop strategies for embedding neurodivergent perspectives in decision-making. The session will highlight key principles of inclusive policy development, including cognitive flexibility, psychological safety, and systemic accountability.

By the end of this session, attendees will leave with a deeper understanding of how to challenge neuronormativity and sanism in tertiary education, amplify neurodivergent voices in policy reform, and take tangible steps towards creating truly inclusive and accessible learning environments.

This is not just a conversation—it’s a call to action. Lived experience must be at the core of tertiary policies to ensure they genuinely support the students they claim to serve.

Neurodivergent individuals, especially those diagnosed later in life, face significant systemic barriers in healthcare, financial stability, and emotional wellbeing. These challenges are amplified for late-diagnosed autistic and ADHD adults, contributing to health inequities that have severe consequences.

In Australia, only 38% of autistic individuals are employed, compared to 84% of the general population (Australian Bureau of Statistics, 2019). Additionally, 61% of autistic Australians rely on government payments, many below the poverty line (Davidson et al., 2020). ADHD adults experience unemployment rates 2–3 times higher than neurotypical peers (Biederman et al., 2006). These statistics highlight the widespread financial instability in the neurodivergent community.

Late-diagnosed neurodivergent individuals often struggle with executive dysfunction, impulsivity, and financial literacy, which further complicates managing healthcare, finances, and daily tasks. This leads to financial insecurity, social isolation, and chronic burnout, with 93% of autistic individuals reporting burnout that can last for months or years. Women in their 50s, especially, are at high risk of homelessness due to the lack of neurodivergent-inclusive services and financial education programs.

The systemic disadvantage faced by neurodivergent individuals calls for urgent attention. Solutions must include neurodivergent-led financial education, accessible healthcare, and trauma-informed support systems. Empowering individuals with practical tools and knowledge can reduce the long-term impacts of these disparities, fostering a more equitable future for all neurodivergent Australians.

This session will focus on practical, actionable strategies to address these health inequities and create a more inclusive society where neurodivergent individuals can thrive.

There is an urgent need to provide future mental health interventions that honour the fundamental principles of the Neurodiversity Paradigm and positively deliver a strength based therapeutic intervention. Art Therapy, with its emphasis on personal autonomy and creative expression, offers a valuable therapeutic medium for neurodivergent individuals to convey their experiences of the world and explore their personal identity. As existing Art Therapy interventions are still very much situated in an outdated pathology model, there is an expediency to develop a Neurodiversity-informed Art Therapy therapeutic framework that places emphasis on the embodied social engagement of the individual, within a naturalistic therapeutic environment.
Art Therapy provides a therapeutic space for expressing ones emotions and serves as a tool for problem solving through creative processes. As a parent of three children who identify as Autistic, a professional Art Therapist and a neurodivergent researcher, my presentation will specifically focus on an innovative Mindfulness Based Art Therapy model that was developed with the input of autistic people. Eight participants took part in the program and provided post interview research feedback, from which the following three themes were developed “Everything was a choice which was amazing”, “I don’t think I could have done what I did in the Open Studio without the guidance of the Interactive Movement Model” and “My neurodivergence and struggles … were acknowledged … heard and understood”. In addition, one participant concluded “The environment became an autistic spiritual vibe, we were all comfortable being ourselves". In this presentation I aim to guide professionals and community members towards an understanding of the benefits of the ‘Interactive Movement Model’ which is an evidence based; Art Therapy Process – Orientated practice, that places emphasis on supporting self-acceptance, self-identity, and self-determination (three areas have been reported to be important for autistic adults, e.g. Chapman, 2020).

This presentation provides insight into the author’s lived experience as an autistic artist and educator within the creative arts. Attention is drawn to how personal, creative, and professional encounters, combined with formal education in the field of autism studies, can inform a neurodiversity affirming learning environment that drives reflective practice.
The presenter is an educator at the Hester Hornbook Academy (HHA), delivering the Certificate 2 in Visual Arts as part of their Vocational Education in Schools program (VETiS). A human-centred and inclusive school, HHA engages learners from across the neurodiversity paradigm who would benefit from strengths-based learning beyond the mainstream. Learners can choose a vocational major that is connected to their passion point, sense of purpose, and identity. As such, VETiS Visual Arts is well-positioned to support the wellbeing of young neurodiverse people by providing learning experiences that meet their unique needs and uphold their right to agency.
Given the lacuna of research addressing self-determination and vocational outcomes, there is value in speaking to VET visual arts education from a first-person perspective, exploring how individual narratives can foster empathy, inclusion, and inform learning accommodations referred to in VET as ‘reasonable adjustments.’ By highlighting difficulties and strengths inherent in visual arts education, this presentation contributes to awareness around creativity and neurodiversity.
Critical reflection on neurodiversity-affirming practice at HHA includes recognition of how my own neurodiversity has been embraced within the workplace, including support to undertake the Graduate Certificate in Autism Studies and to share my experiences with the sector at forums such as this. This presentation underscores the value of self-advocacy and mental wellbeing, through the provision of spaces where neurodiverse individuals feel seen, heard, and respected.

In this session, Loly will share her personal story of how she navigated her neurodivergence while establishing a youth mental health service. Diagnosed in her late 30s, Loly faced numerous challenges in her career, with her neurodiversity going undiagnosed for years. But instead of letting these challenges hold her back, she embraced her neurodivergence, turning those struggles into her superpower. Through self-care and self-acceptance, she’s been able to lead with a unique perspective that has transformed both her personal and professional life.

Loly’s neurodivergent leadership shaped how she created a youth mental health service in Adelaide that’s all about inclusivity and making sure everyone feels valued. Her focus on building a neurodivergent-affirming environment for both clients and staff has had a lasting impact on the organisation’s culture. It’s a place where neurodiversity is celebrated and where every team member, whether neurodivergent or not, feels supported.

In this presentation, Loly will talk about the strategies she used to make the workplace more inclusive, with flexible working conditions, accessible communication, and understanding sensory needs. These changes weren’t just about being nice; they made a real difference in creating an environment where everyone can thrive.

Loly will also share how these practices have led to a more engaged and happier team, higher job satisfaction, and better care for the young people they serve. Real stories and feedback from the team will highlight the positive impact of neurodivergent-friendly practices.

This session is perfect for organisations wanting to build a neurodivergent-affirming workplace. Loly will share practical tips, leadership insights, and fun strategies that help teams feel supported and deliver the best care possible!

Three Key Learnings:
1. Perceptual differences in neurodivergent individuals are often under explored.

2. Developing technology, such as XR and AI, can help us explore these perceptual differences.

3. Mixed methods is one of the more powerful ways to capture these lived experiences whilst also using these new technological advances, helping us learn about the technology with the technology.


In the presentation I will discuss a novel use of virtual reality (VR) to explore perceptual differences in neurodivergent individuals, focusing on autism and synaesthesia. While VR has been applied in autism research largely for social training, its potential for investigating sensory experiences remains underexplored. Drawing on autobiographical accounts, perceptual theory, and qualitative insights, our study employs immersive VR tasks—such as adapted versions of the Rey-Osterrieth Complex Figure (ROCF)—to better understand local and global processing preferences. Thematic analysis of participant feedback reveals how VR can capture the nuances of sensory overload, masking, escapism, and creative perception. This work highlights VR’s capacity not only for scientific exploration but also for amplifying neurodivergent voices and bridging experiential gaps in understanding.