Abstract

Abstract:
This conceptual paper examines how autistic and ADHD students experience higher education and argues that persistent educational inequalities may reflect institutional structures rather than individual deficit. Research consistently reports lower academic attainment, increased withdrawal rates, and higher levels of psychological distress among autistic and ADHD students compared to their peers (DuPaul et al., 2021; Bakker et al., 2020). However, universities are typically organised around assumptions of sustained attention, independent time management, self-directed learning, and normative communication styles. Such expectations privilege a narrow model of the “ideal” student and may unintentionally disadvantage neurodivergent learners. Drawing on the Neurodiversity paradigm and Milton’s (2012) concept of the double empathy problem, this paper critically explores how teaching practices, hidden curricula, and institutional norms shape belonging, participation, and progression. It also considers how socioeconomic inequalities influence access to diagnosis and support prior to university entry, potentially compounding disadvantage. The presentation outlines the theoretical framework and methodological design of the research, which uses the Biographic Narrative Interpretive Method (BNIM) to examine lived experiences within a post-1992 university in the North East of England. By reframing attainment gaps as structurally produced rather than individually located, this research contributes to debates about institutional responsibility, inclusion, and inequality in higher education.