‘Imagine what we could achieve if we were supported to thrive’ Neurodivergent scholars navigating academia
This study examines the workplace experiences of neurodivergent academic staff, particularly those with ADHD, in higher education. While universities increasingly support neurodivergent students, staff experiences and needs remain largely overlooked. The research found that neurodivergent traits like creativity, hyperfocus, and impulsivity can be strengths, but challenges exist around time management, energy regulation, and institutional norms. The study advocates for systemic workplace changes, including greater flexibility, understanding, and structural inclusivity, and calls for shifting from deficit-based views to recognising neurodivergence as valuable diversity. The authors urge more inclusive policies enabling neurodivergent staff to thrive. Cumming, T. M., Kriss, K., Macer-Wright, J., Zwi, A. B., Alonzo, D., Jolly, J. L., & Townend, G. (November 2025)