Date of Graduation

5-2026

Document Type

Thesis

Degree Name

Bachelor of Science in Human Environmental Sciences

Degree Level

Undergraduate

Department

Human Nutrition and Hospitality Innovation

Advisor/Mentor

Dr. Kelly Way

Committee Member

Dr. Nick Johnston

Second Committee Member

Dr. Betsy Garrison

Third Committee Member

Suzanne Rhoads

Abstract

This study explores the experiences, strengths, and challenges of neurodivergent individuals within educational and social environments, with a focus on promoting inclusivity and understanding. Neurodivergence, encompassing conditions such as autism, ADHD, dyslexia, and other cognitive variations, is increasingly recognized not as a deficit but as a natural form of human diversity. The research examines how traditional systems often fail to accommodate diverse cognitive styles, leading to barriers in learning, communication, and self-expression. Using a mixed-methods approach, the study combines quantitative survey data with qualitative interviews to capture both broad trends and personal narratives. Participants reported that rigid structures, sensory overload, and social expectations frequently contribute to stress and disengagement. However, many also highlighted unique strengths, including creativity, pattern recognition, hyperfocus, and innovative problem-solving abilities. The findings emphasize the importance of shifting from a deficit-based model to a strength-based perspective. Inclusive practices such as flexible learning environments, sensory-friendly spaces, and personalized communication strategies were found to significantly improve outcomes for neurodivergent individuals. Additionally, increased awareness and training among educators, peers, and employers play a critical role in reducing stigma and fostering acceptance. Ultimately, this study advocates for systemic change that values cognitive diversity and supports equitable participation. By recognizing and embracing neurodivergence, institutions can create environments that not only accommodate differences but actively benefit from them. The research contributes to ongoing discussions about diversity, equity, and inclusion, offering practical recommendations for building more accessible and empowering spaces for all individuals.

Keywords

Embedded Certifications; Neurodivergent Students; First-Year Experience; Faculty; Academic Advisors

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