Co-Designing Self-Care Resources with Neurodivergent Students in Higher Education: Adopting a Neurodiversity-Affirming Approach
Tracks
Monarch - In Person Only
| Tuesday, August 12, 2025 |
| 11:25 AM - 11:55 AM |
| Monarch Room |
Overview
Dr Radhika Tanksale, Annabel Lee, David McAtee, Klaire Ren, Asher Sweet, Rong Han & Dr Kevan Jones - University of Queensland
Speaker
Ms Rong Han
Higher Degree Research Scholar
University of Queensland
Co-designing Self-care Resources with Neurodivergent Students in Higher Education: Adopting a Neurodiversity-affirming Approach
Presentation Overview
Three Key Learnings:
1. Understanding barriers to success in higher education for neurodivergent students.
2. Collaborative development of mental health-promoting interventions and integrating lived experience with evidence-based practices.
3. Tips on developing and implementing mental health interventions in higher education using a neurodiversity-affirming approach.
Neurodivergent students face significant barriers to success in higher education. Challenges may stem from various sources: higher education policies and procedures that may not affirm neurodiversity, limited support from existing systems, academic pressures, ineffective academic accommodations, sensory sensitivities, environmental barriers, executive demands, and financial pressures. Additionally, the first year involves a time for transition, adjusting to new expectations, and social demands like forming new connections. Together, these barriers can heighten psychological distress. Co-occurring mental health conditions can further exacerbate this distress, leading to burnout risk and higher dropout rates. According to the Australian Bureau of Statistics (2022), only 5.2% of autistic individuals obtain a Bachelor's degree or higher. The Select Committee on Autism (2022) reports that up to 25% of autistic students withdraw from studies before completion. The need for higher education institutions to foster equity for neurodivergent students, including mental health-promoting initiatives is necessary.
The Sharper Minds project, developed at the University of Queensland with students for students, offers self-paced online modules targeting key areas of well-being: nutrition, sleep, managing study-related emotions through music, physical activity, mood regulation, social connections, and mental health literacy. These resources are designed to promote well-being, recognise early signs of stress, seek support, and improve academic success. The project is employing a neurodiversity-affirming approach, focusing on co-designing the self-paced mental health and well-being promoting self-care modules with neurodivergent students as partners.
This presentation will outline the student-staff partnership project aimed at improving the accessibility of its well-being modules for neurodivergent students at UQ. It will cover the co-development phase, integrating lived experiences with evidence-based practices, and discuss the implementation plan that supports students in accessing and navigating the resources, making it an integral part of student life. Preliminary guidelines for co-developing mental health-supporting interventions for neurodivergent students in higher education settings will be highlighted.
1. Understanding barriers to success in higher education for neurodivergent students.
2. Collaborative development of mental health-promoting interventions and integrating lived experience with evidence-based practices.
3. Tips on developing and implementing mental health interventions in higher education using a neurodiversity-affirming approach.
Neurodivergent students face significant barriers to success in higher education. Challenges may stem from various sources: higher education policies and procedures that may not affirm neurodiversity, limited support from existing systems, academic pressures, ineffective academic accommodations, sensory sensitivities, environmental barriers, executive demands, and financial pressures. Additionally, the first year involves a time for transition, adjusting to new expectations, and social demands like forming new connections. Together, these barriers can heighten psychological distress. Co-occurring mental health conditions can further exacerbate this distress, leading to burnout risk and higher dropout rates. According to the Australian Bureau of Statistics (2022), only 5.2% of autistic individuals obtain a Bachelor's degree or higher. The Select Committee on Autism (2022) reports that up to 25% of autistic students withdraw from studies before completion. The need for higher education institutions to foster equity for neurodivergent students, including mental health-promoting initiatives is necessary.
The Sharper Minds project, developed at the University of Queensland with students for students, offers self-paced online modules targeting key areas of well-being: nutrition, sleep, managing study-related emotions through music, physical activity, mood regulation, social connections, and mental health literacy. These resources are designed to promote well-being, recognise early signs of stress, seek support, and improve academic success. The project is employing a neurodiversity-affirming approach, focusing on co-designing the self-paced mental health and well-being promoting self-care modules with neurodivergent students as partners.
This presentation will outline the student-staff partnership project aimed at improving the accessibility of its well-being modules for neurodivergent students at UQ. It will cover the co-development phase, integrating lived experiences with evidence-based practices, and discuss the implementation plan that supports students in accessing and navigating the resources, making it an integral part of student life. Preliminary guidelines for co-developing mental health-supporting interventions for neurodivergent students in higher education settings will be highlighted.
Biography
Bio coming soon....
Dr Kevan Jones
Learning Advisor
University of Queensland
Co-designing Self-care Resources with Neurodivergent Students in Higher Education: Adopting a Neurodiversity-affirming Approach
Presentation Overview
Three Key Learnings:
1. Understanding barriers to success in higher education for neurodivergent students.
2. Collaborative development of mental health-promoting interventions and integrating lived experience with evidence-based practices.
3. Tips on developing and implementing mental health interventions in higher education using a neurodiversity-affirming approach.
Neurodivergent students face significant barriers to success in higher education. Challenges may stem from various sources: higher education policies and procedures that may not affirm neurodiversity, limited support from existing systems, academic pressures, ineffective academic accommodations, sensory sensitivities, environmental barriers, executive demands, and financial pressures. Additionally, the first year involves a time for transition, adjusting to new expectations, and social demands like forming new connections. Together, these barriers can heighten psychological distress. Co-occurring mental health conditions can further exacerbate this distress, leading to burnout risk and higher dropout rates. According to the Australian Bureau of Statistics (2022), only 5.2% of autistic individuals obtain a Bachelor's degree or higher. The Select Committee on Autism (2022) reports that up to 25% of autistic students withdraw from studies before completion. The need for higher education institutions to foster equity for neurodivergent students, including mental health-promoting initiatives is necessary.
The Sharper Minds project, developed at the University of Queensland with students for students, offers self-paced online modules targeting key areas of well-being: nutrition, sleep, managing study-related emotions through music, physical activity, mood regulation, social connections, and mental health literacy. These resources are designed to promote well-being, recognise early signs of stress, seek support, and improve academic success. The project is employing a neurodiversity-affirming approach, focusing on co-designing the self-paced mental health and well-being promoting self-care modules with neurodivergent students as partners.
This presentation will outline the student-staff partnership project aimed at improving the accessibility of its well-being modules for neurodivergent students at UQ. It will cover the co-development phase, integrating lived experiences with evidence-based practices, and discuss the implementation plan that supports students in accessing and navigating the resources, making it an integral part of student life. Preliminary guidelines for co-developing mental health-supporting interventions for neurodivergent students in higher education settings will be highlighted.
1. Understanding barriers to success in higher education for neurodivergent students.
2. Collaborative development of mental health-promoting interventions and integrating lived experience with evidence-based practices.
3. Tips on developing and implementing mental health interventions in higher education using a neurodiversity-affirming approach.
Neurodivergent students face significant barriers to success in higher education. Challenges may stem from various sources: higher education policies and procedures that may not affirm neurodiversity, limited support from existing systems, academic pressures, ineffective academic accommodations, sensory sensitivities, environmental barriers, executive demands, and financial pressures. Additionally, the first year involves a time for transition, adjusting to new expectations, and social demands like forming new connections. Together, these barriers can heighten psychological distress. Co-occurring mental health conditions can further exacerbate this distress, leading to burnout risk and higher dropout rates. According to the Australian Bureau of Statistics (2022), only 5.2% of autistic individuals obtain a Bachelor's degree or higher. The Select Committee on Autism (2022) reports that up to 25% of autistic students withdraw from studies before completion. The need for higher education institutions to foster equity for neurodivergent students, including mental health-promoting initiatives is necessary.
The Sharper Minds project, developed at the University of Queensland with students for students, offers self-paced online modules targeting key areas of well-being: nutrition, sleep, managing study-related emotions through music, physical activity, mood regulation, social connections, and mental health literacy. These resources are designed to promote well-being, recognise early signs of stress, seek support, and improve academic success. The project is employing a neurodiversity-affirming approach, focusing on co-designing the self-paced mental health and well-being promoting self-care modules with neurodivergent students as partners.
This presentation will outline the student-staff partnership project aimed at improving the accessibility of its well-being modules for neurodivergent students at UQ. It will cover the co-development phase, integrating lived experiences with evidence-based practices, and discuss the implementation plan that supports students in accessing and navigating the resources, making it an integral part of student life. Preliminary guidelines for co-developing mental health-supporting interventions for neurodivergent students in higher education settings will be highlighted.
Biography
Bio coming soon...
Annabel Lee
Student
University of Queensland
Co-designing Self-care Resources with Neurodivergent Students in Higher Education: Adopting a Neurodiversity-affirming Approach
Presentation Overview
Three Key Learnings:
1. Understanding barriers to success in higher education for neurodivergent students.
2. Collaborative development of mental health-promoting interventions and integrating lived experience with evidence-based practices.
3. Tips on developing and implementing mental health interventions in higher education using a neurodiversity-affirming approach.
Neurodivergent students face significant barriers to success in higher education. Challenges may stem from various sources: higher education policies and procedures that may not affirm neurodiversity, limited support from existing systems, academic pressures, ineffective academic accommodations, sensory sensitivities, environmental barriers, executive demands, and financial pressures. Additionally, the first year involves a time for transition, adjusting to new expectations, and social demands like forming new connections. Together, these barriers can heighten psychological distress. Co-occurring mental health conditions can further exacerbate this distress, leading to burnout risk and higher dropout rates. According to the Australian Bureau of Statistics (2022), only 5.2% of autistic individuals obtain a Bachelor's degree or higher. The Select Committee on Autism (2022) reports that up to 25% of autistic students withdraw from studies before completion. The need for higher education institutions to foster equity for neurodivergent students, including mental health-promoting initiatives is necessary.
The Sharper Minds project, developed at the University of Queensland with students for students, offers self-paced online modules targeting key areas of well-being: nutrition, sleep, managing study-related emotions through music, physical activity, mood regulation, social connections, and mental health literacy. These resources are designed to promote well-being, recognise early signs of stress, seek support, and improve academic success. The project is employing a neurodiversity-affirming approach, focusing on co-designing the self-paced mental health and well-being promoting self-care modules with neurodivergent students as partners.
This presentation will outline the student-staff partnership project aimed at improving the accessibility of its well-being modules for neurodivergent students at UQ. It will cover the co-development phase, integrating lived experiences with evidence-based practices, and discuss the implementation plan that supports students in accessing and navigating the resources, making it an integral part of student life. Preliminary guidelines for co-developing mental health-supporting interventions for neurodivergent students in higher education settings will be highlighted.
1. Understanding barriers to success in higher education for neurodivergent students.
2. Collaborative development of mental health-promoting interventions and integrating lived experience with evidence-based practices.
3. Tips on developing and implementing mental health interventions in higher education using a neurodiversity-affirming approach.
Neurodivergent students face significant barriers to success in higher education. Challenges may stem from various sources: higher education policies and procedures that may not affirm neurodiversity, limited support from existing systems, academic pressures, ineffective academic accommodations, sensory sensitivities, environmental barriers, executive demands, and financial pressures. Additionally, the first year involves a time for transition, adjusting to new expectations, and social demands like forming new connections. Together, these barriers can heighten psychological distress. Co-occurring mental health conditions can further exacerbate this distress, leading to burnout risk and higher dropout rates. According to the Australian Bureau of Statistics (2022), only 5.2% of autistic individuals obtain a Bachelor's degree or higher. The Select Committee on Autism (2022) reports that up to 25% of autistic students withdraw from studies before completion. The need for higher education institutions to foster equity for neurodivergent students, including mental health-promoting initiatives is necessary.
The Sharper Minds project, developed at the University of Queensland with students for students, offers self-paced online modules targeting key areas of well-being: nutrition, sleep, managing study-related emotions through music, physical activity, mood regulation, social connections, and mental health literacy. These resources are designed to promote well-being, recognise early signs of stress, seek support, and improve academic success. The project is employing a neurodiversity-affirming approach, focusing on co-designing the self-paced mental health and well-being promoting self-care modules with neurodivergent students as partners.
This presentation will outline the student-staff partnership project aimed at improving the accessibility of its well-being modules for neurodivergent students at UQ. It will cover the co-development phase, integrating lived experiences with evidence-based practices, and discuss the implementation plan that supports students in accessing and navigating the resources, making it an integral part of student life. Preliminary guidelines for co-developing mental health-supporting interventions for neurodivergent students in higher education settings will be highlighted.
Biography
At the intersection of design, anthropology, and information technology, Annabel's academic pursuits critically interrogates the ways environments shape human behavior, then engages in user-centred design methodologies to reimagine those paradigms.
As a neurodivergent student and a tutor with three years of experience, she has observed uncountable examples of the systemic misalignment of being neurodivergent in a neurotypical world. Annabel's interest in contributing to this discussion stems from a desire to disrupt this paradigm. Instead of placing the onus on the individual, she seeks to explore how we might embed self-care into the very structures we engage with daily.
David McAtee
Student
University of Queensland
Co-designing Self-care Resources with Neurodivergent Students in Higher Education: Adopting a Neurodiversity-affirming Approach
Presentation Overview
Three Key Learnings:
1. Understanding barriers to success in higher education for neurodivergent students.
2. Collaborative development of mental health-promoting interventions and integrating lived experience with evidence-based practices.
3. Tips on developing and implementing mental health interventions in higher education using a neurodiversity-affirming approach.
Neurodivergent students face significant barriers to success in higher education. Challenges may stem from various sources: higher education policies and procedures that may not affirm neurodiversity, limited support from existing systems, academic pressures, ineffective academic accommodations, sensory sensitivities, environmental barriers, executive demands, and financial pressures. Additionally, the first year involves a time for transition, adjusting to new expectations, and social demands like forming new connections. Together, these barriers can heighten psychological distress. Co-occurring mental health conditions can further exacerbate this distress, leading to burnout risk and higher dropout rates. According to the Australian Bureau of Statistics (2022), only 5.2% of autistic individuals obtain a Bachelor's degree or higher. The Select Committee on Autism (2022) reports that up to 25% of autistic students withdraw from studies before completion. The need for higher education institutions to foster equity for neurodivergent students, including mental health-promoting initiatives is necessary.
The Sharper Minds project, developed at the University of Queensland with students for students, offers self-paced online modules targeting key areas of well-being: nutrition, sleep, managing study-related emotions through music, physical activity, mood regulation, social connections, and mental health literacy. These resources are designed to promote well-being, recognise early signs of stress, seek support, and improve academic success. The project is employing a neurodiversity-affirming approach, focusing on co-designing the self-paced mental health and well-being promoting self-care modules with neurodivergent students as partners.
This presentation will outline the student-staff partnership project aimed at improving the accessibility of its well-being modules for neurodivergent students at UQ. It will cover the co-development phase, integrating lived experiences with evidence-based practices, and discuss the implementation plan that supports students in accessing and navigating the resources, making it an integral part of student life. Preliminary guidelines for co-developing mental health-supporting interventions for neurodivergent students in higher education settings will be highlighted.
1. Understanding barriers to success in higher education for neurodivergent students.
2. Collaborative development of mental health-promoting interventions and integrating lived experience with evidence-based practices.
3. Tips on developing and implementing mental health interventions in higher education using a neurodiversity-affirming approach.
Neurodivergent students face significant barriers to success in higher education. Challenges may stem from various sources: higher education policies and procedures that may not affirm neurodiversity, limited support from existing systems, academic pressures, ineffective academic accommodations, sensory sensitivities, environmental barriers, executive demands, and financial pressures. Additionally, the first year involves a time for transition, adjusting to new expectations, and social demands like forming new connections. Together, these barriers can heighten psychological distress. Co-occurring mental health conditions can further exacerbate this distress, leading to burnout risk and higher dropout rates. According to the Australian Bureau of Statistics (2022), only 5.2% of autistic individuals obtain a Bachelor's degree or higher. The Select Committee on Autism (2022) reports that up to 25% of autistic students withdraw from studies before completion. The need for higher education institutions to foster equity for neurodivergent students, including mental health-promoting initiatives is necessary.
The Sharper Minds project, developed at the University of Queensland with students for students, offers self-paced online modules targeting key areas of well-being: nutrition, sleep, managing study-related emotions through music, physical activity, mood regulation, social connections, and mental health literacy. These resources are designed to promote well-being, recognise early signs of stress, seek support, and improve academic success. The project is employing a neurodiversity-affirming approach, focusing on co-designing the self-paced mental health and well-being promoting self-care modules with neurodivergent students as partners.
This presentation will outline the student-staff partnership project aimed at improving the accessibility of its well-being modules for neurodivergent students at UQ. It will cover the co-development phase, integrating lived experiences with evidence-based practices, and discuss the implementation plan that supports students in accessing and navigating the resources, making it an integral part of student life. Preliminary guidelines for co-developing mental health-supporting interventions for neurodivergent students in higher education settings will be highlighted.
Biography
David has a degree in Social Work and is a member of the Australian Association of Social Workers. David’s interest is to further champion the needs of neurodiverse students and individuals to make the university more accessible in order to further facilitate pathways to graduation.
Miss Klaire Ren
Student
University of Queensland
Co-designing Self-care Resources with Neurodivergent Students in Higher Education: Adopting a Neurodiversity-affirming Approach
Presentation Overview
Three Key Learnings:
1. Understanding barriers to success in higher education for neurodivergent students.
2. Collaborative development of mental health-promoting interventions and integrating lived experience with evidence-based practices.
3. Tips on developing and implementing mental health interventions in higher education using a neurodiversity-affirming approach.
Neurodivergent students face significant barriers to success in higher education. Challenges may stem from various sources: higher education policies and procedures that may not affirm neurodiversity, limited support from existing systems, academic pressures, ineffective academic accommodations, sensory sensitivities, environmental barriers, executive demands, and financial pressures. Additionally, the first year involves a time for transition, adjusting to new expectations, and social demands like forming new connections. Together, these barriers can heighten psychological distress. Co-occurring mental health conditions can further exacerbate this distress, leading to burnout risk and higher dropout rates. According to the Australian Bureau of Statistics (2022), only 5.2% of autistic individuals obtain a Bachelor's degree or higher. The Select Committee on Autism (2022) reports that up to 25% of autistic students withdraw from studies before completion. The need for higher education institutions to foster equity for neurodivergent students, including mental health-promoting initiatives is necessary.
The Sharper Minds project, developed at the University of Queensland with students for students, offers self-paced online modules targeting key areas of well-being: nutrition, sleep, managing study-related emotions through music, physical activity, mood regulation, social connections, and mental health literacy. These resources are designed to promote well-being, recognise early signs of stress, seek support, and improve academic success. The project is employing a neurodiversity-affirming approach, focusing on co-designing the self-paced mental health and well-being promoting self-care modules with neurodivergent students as partners.
This presentation will outline the student-staff partnership project aimed at improving the accessibility of its well-being modules for neurodivergent students at UQ. It will cover the co-development phase, integrating lived experiences with evidence-based practices, and discuss the implementation plan that supports students in accessing and navigating the resources, making it an integral part of student life. Preliminary guidelines for co-developing mental health-supporting interventions for neurodivergent students in higher education settings will be highlighted.
1. Understanding barriers to success in higher education for neurodivergent students.
2. Collaborative development of mental health-promoting interventions and integrating lived experience with evidence-based practices.
3. Tips on developing and implementing mental health interventions in higher education using a neurodiversity-affirming approach.
Neurodivergent students face significant barriers to success in higher education. Challenges may stem from various sources: higher education policies and procedures that may not affirm neurodiversity, limited support from existing systems, academic pressures, ineffective academic accommodations, sensory sensitivities, environmental barriers, executive demands, and financial pressures. Additionally, the first year involves a time for transition, adjusting to new expectations, and social demands like forming new connections. Together, these barriers can heighten psychological distress. Co-occurring mental health conditions can further exacerbate this distress, leading to burnout risk and higher dropout rates. According to the Australian Bureau of Statistics (2022), only 5.2% of autistic individuals obtain a Bachelor's degree or higher. The Select Committee on Autism (2022) reports that up to 25% of autistic students withdraw from studies before completion. The need for higher education institutions to foster equity for neurodivergent students, including mental health-promoting initiatives is necessary.
The Sharper Minds project, developed at the University of Queensland with students for students, offers self-paced online modules targeting key areas of well-being: nutrition, sleep, managing study-related emotions through music, physical activity, mood regulation, social connections, and mental health literacy. These resources are designed to promote well-being, recognise early signs of stress, seek support, and improve academic success. The project is employing a neurodiversity-affirming approach, focusing on co-designing the self-paced mental health and well-being promoting self-care modules with neurodivergent students as partners.
This presentation will outline the student-staff partnership project aimed at improving the accessibility of its well-being modules for neurodivergent students at UQ. It will cover the co-development phase, integrating lived experiences with evidence-based practices, and discuss the implementation plan that supports students in accessing and navigating the resources, making it an integral part of student life. Preliminary guidelines for co-developing mental health-supporting interventions for neurodivergent students in higher education settings will be highlighted.
Biography
Klaire is a current Speech Pathology student with a focus on paediatric work with neurodivergent children. Klaire has a lived experience with neurodivergence from having ADHD, as well as being from a neurodivergent family with multiple siblings diagnosed with Autism. Klaire is interested in improving the quality of life for young neurodivergent people due to personal experiences growing up and that of neurodivergent friends and family. As well as increasing neuro-affirming care and practice in Speech Pathology and beyond.
Asher Sweet
Student
University of Queensland
Co-designing Self-care Resources with Neurodivergent Students in Higher Education: Adopting a Neurodiversity-affirming Approach
Presentation Overview
Three Key Learnings:
1. Understanding barriers to success in higher education for neurodivergent students.
2. Collaborative development of mental health-promoting interventions and integrating lived experience with evidence-based practices.
3. Tips on developing and implementing mental health interventions in higher education using a neurodiversity-affirming approach.
Neurodivergent students face significant barriers to success in higher education. Challenges may stem from various sources: higher education policies and procedures that may not affirm neurodiversity, limited support from existing systems, academic pressures, ineffective academic accommodations, sensory sensitivities, environmental barriers, executive demands, and financial pressures. Additionally, the first year involves a time for transition, adjusting to new expectations, and social demands like forming new connections. Together, these barriers can heighten psychological distress. Co-occurring mental health conditions can further exacerbate this distress, leading to burnout risk and higher dropout rates. According to the Australian Bureau of Statistics (2022), only 5.2% of autistic individuals obtain a Bachelor's degree or higher. The Select Committee on Autism (2022) reports that up to 25% of autistic students withdraw from studies before completion. The need for higher education institutions to foster equity for neurodivergent students, including mental health-promoting initiatives is necessary.
The Sharper Minds project, developed at the University of Queensland with students for students, offers self-paced online modules targeting key areas of well-being: nutrition, sleep, managing study-related emotions through music, physical activity, mood regulation, social connections, and mental health literacy. These resources are designed to promote well-being, recognise early signs of stress, seek support, and improve academic success. The project is employing a neurodiversity-affirming approach, focusing on co-designing the self-paced mental health and well-being promoting self-care modules with neurodivergent students as partners.
This presentation will outline the student-staff partnership project aimed at improving the accessibility of its well-being modules for neurodivergent students at UQ. It will cover the co-development phase, integrating lived experiences with evidence-based practices, and discuss the implementation plan that supports students in accessing and navigating the resources, making it an integral part of student life. Preliminary guidelines for co-developing mental health-supporting interventions for neurodivergent students in higher education settings will be highlighted.
1. Understanding barriers to success in higher education for neurodivergent students.
2. Collaborative development of mental health-promoting interventions and integrating lived experience with evidence-based practices.
3. Tips on developing and implementing mental health interventions in higher education using a neurodiversity-affirming approach.
Neurodivergent students face significant barriers to success in higher education. Challenges may stem from various sources: higher education policies and procedures that may not affirm neurodiversity, limited support from existing systems, academic pressures, ineffective academic accommodations, sensory sensitivities, environmental barriers, executive demands, and financial pressures. Additionally, the first year involves a time for transition, adjusting to new expectations, and social demands like forming new connections. Together, these barriers can heighten psychological distress. Co-occurring mental health conditions can further exacerbate this distress, leading to burnout risk and higher dropout rates. According to the Australian Bureau of Statistics (2022), only 5.2% of autistic individuals obtain a Bachelor's degree or higher. The Select Committee on Autism (2022) reports that up to 25% of autistic students withdraw from studies before completion. The need for higher education institutions to foster equity for neurodivergent students, including mental health-promoting initiatives is necessary.
The Sharper Minds project, developed at the University of Queensland with students for students, offers self-paced online modules targeting key areas of well-being: nutrition, sleep, managing study-related emotions through music, physical activity, mood regulation, social connections, and mental health literacy. These resources are designed to promote well-being, recognise early signs of stress, seek support, and improve academic success. The project is employing a neurodiversity-affirming approach, focusing on co-designing the self-paced mental health and well-being promoting self-care modules with neurodivergent students as partners.
This presentation will outline the student-staff partnership project aimed at improving the accessibility of its well-being modules for neurodivergent students at UQ. It will cover the co-development phase, integrating lived experiences with evidence-based practices, and discuss the implementation plan that supports students in accessing and navigating the resources, making it an integral part of student life. Preliminary guidelines for co-developing mental health-supporting interventions for neurodivergent students in higher education settings will be highlighted.
Biography
Asher is a Psychology Student at the University of Queensland with an interest in the accessibility of tertiary education for neurodivergent students. Through his lived experience as a tertiary student with a disability, Asher brings a unique perspective to the pursuit of inclusion and wellbeing for neurodivergent students. He assists others through his work as an academic tutor and now hopes to empower tertiary students in the University of Queensland community through the creation of self-care resources that support academic success and work-life balance.
Dr Radhika Tanksale
Senior Clinical Psychologist
University Of Queensland
Co-designing Self-care Resources with Neurodivergent Students in Higher Education: Adopting a Neurodiversity-affirming Approach
Presentation Overview
Three Key Learnings:
1. Understanding barriers to success in higher education for neurodivergent students.
2. Collaborative development of mental health-promoting interventions and integrating lived experience with evidence-based practices.
3. Tips on developing and implementing mental health interventions in higher education using a neurodiversity-affirming approach.
Neurodivergent students face significant barriers to success in higher education. Challenges may stem from various sources: higher education policies and procedures that may not affirm neurodiversity, limited support from existing systems, academic pressures, ineffective academic accommodations, sensory sensitivities, environmental barriers, executive demands, and financial pressures. Additionally, the first year involves a time for transition, adjusting to new expectations, and social demands like forming new connections. Together, these barriers can heighten psychological distress. Co-occurring mental health conditions can further exacerbate this distress, leading to burnout risk and higher dropout rates. According to the Australian Bureau of Statistics (2022), only 5.2% of autistic individuals obtain a Bachelor's degree or higher. The Select Committee on Autism (2022) reports that up to 25% of autistic students withdraw from studies before completion. The need for higher education institutions to foster equity for neurodivergent students, including mental health-promoting initiatives is necessary.
The Sharper Minds project, developed at the University of Queensland with students for students, offers self-paced online modules targeting key areas of well-being: nutrition, sleep, managing study-related emotions through music, physical activity, mood regulation, social connections, and mental health literacy. These resources are designed to promote well-being, recognise early signs of stress, seek support, and improve academic success. The project is employing a neurodiversity-affirming approach, focusing on co-designing the self-paced mental health and well-being promoting self-care modules with neurodivergent students as partners.
This presentation will outline the student-staff partnership project aimed at improving the accessibility of its well-being modules for neurodivergent students at UQ. It will cover the co-development phase, integrating lived experiences with evidence-based practices, and discuss the implementation plan that supports students in accessing and navigating the resources, making it an integral part of student life. Preliminary guidelines for co-developing mental health-supporting interventions for neurodivergent students in higher education settings will be highlighted.
1. Understanding barriers to success in higher education for neurodivergent students.
2. Collaborative development of mental health-promoting interventions and integrating lived experience with evidence-based practices.
3. Tips on developing and implementing mental health interventions in higher education using a neurodiversity-affirming approach.
Neurodivergent students face significant barriers to success in higher education. Challenges may stem from various sources: higher education policies and procedures that may not affirm neurodiversity, limited support from existing systems, academic pressures, ineffective academic accommodations, sensory sensitivities, environmental barriers, executive demands, and financial pressures. Additionally, the first year involves a time for transition, adjusting to new expectations, and social demands like forming new connections. Together, these barriers can heighten psychological distress. Co-occurring mental health conditions can further exacerbate this distress, leading to burnout risk and higher dropout rates. According to the Australian Bureau of Statistics (2022), only 5.2% of autistic individuals obtain a Bachelor's degree or higher. The Select Committee on Autism (2022) reports that up to 25% of autistic students withdraw from studies before completion. The need for higher education institutions to foster equity for neurodivergent students, including mental health-promoting initiatives is necessary.
The Sharper Minds project, developed at the University of Queensland with students for students, offers self-paced online modules targeting key areas of well-being: nutrition, sleep, managing study-related emotions through music, physical activity, mood regulation, social connections, and mental health literacy. These resources are designed to promote well-being, recognise early signs of stress, seek support, and improve academic success. The project is employing a neurodiversity-affirming approach, focusing on co-designing the self-paced mental health and well-being promoting self-care modules with neurodivergent students as partners.
This presentation will outline the student-staff partnership project aimed at improving the accessibility of its well-being modules for neurodivergent students at UQ. It will cover the co-development phase, integrating lived experiences with evidence-based practices, and discuss the implementation plan that supports students in accessing and navigating the resources, making it an integral part of student life. Preliminary guidelines for co-developing mental health-supporting interventions for neurodivergent students in higher education settings will be highlighted.
Biography
Dr. Radhika serves as a Senior Clinical Psychologist and Project Manager for Sharper Minds, a proactive well-being initiative aimed at university students. With both professional and research experience in wellbeing and neurodiversity, she is deeply committed to promoting equity and wellbeing for neurodivergent students in higher education. She has shared her insights at both national and international conferences focused on neurodiversity and wellbeing.
