Navigating Academia as a Neurodivergent Academic

Navigating Academia as a Neurodivergent Academic sheds light on the various emotional and physical tolls that navigating an unsupportive academic landscape can take on neurodivergent researchers, with calls for systemic changes to better support neurodivergent people within higher education institutions. It also celebrates finding connection and purpose within neurodivergent research communities.

Delving into experiences of a global cohort of neurodivergent scholars as they navigate professional journeys, chapters draw on personal narratives, theoretical insights, and research conducted with and by neurodivergent academics. Opening with an overview of current challenges faced by neurodivergent scholars in a time that offers both increasing mainstream acceptance and systemic pressures that disproportionally harm neurodivergent staff, the editors highlight the complexities of navigating shifting institutional attitudes and policies. Subsequent chapters identify specific challenges faced by neurodivergent academics, from PhD scholars to academics in leadership positions, alongside intersecting issues relating to gender diversity and race. Each story brings a unique perspective, showing the wide variety of neurodivergent people and the challenges that they face, with common themes of navigating spaces, systems, and social and communication norms that can create barriers to people who experience the world in different ways.

Navigating Academia as a Neurodivergent Academic highlights the need for more inclusive spaces within higher education institutions for neurodivergent individuals, with particular emphasis on neurodivergent early career academics. However, it also celebrates the successes of neurodivergent people, including the joys of finding community, the relief of finally being understood, and the positive changes neurodivergent academics are able to make when they stand together.

Sarah Timperley is a Research Fellow and the Project Leader for Community Education and Professional Development for the University of Melbourne Neurodiversity Project, Australia.

Matthew Harrison is a member of the University of Melbourne Faculty of Education Learning Intervention team and a project lead at the University of Melbourne Neurodiversity Project, Australia.

Jessica Riordan is a Research Fellow and the Project Leader for Staff and Student Wellbeing for the University of Melbourne Neurodiversity Project, Australia.