“It was a road to understanding that I was always different”: Experiences of receiving a neurodivergent diagnosis at university

Abstract

This study explored how receiving a neurodivergent diagnosis at university affects undergraduates’ academic experiences. We conducted semi-structured interviews with six Scottish students (diagnosed between ages 21–37 years). Reflexive Thematic Analysis revealed three key themes: Academic Struggle, Self-Discovery, and Support. Participants reported low wellbeing prior to diagnosis, with improvements afterwards. The diagnostic journey was closely linked to their self-understanding, academic challenges, and access to helpful support. Findings highlight that university environments often overlook neurodivergent needs, influencing students’ wellbeing and access to study. This research underscores the importance of inclusive academic practices and timely recognition of neurodivergent identities.