Neurodiverse post-graduate researchers are underrepresented within higher education owing to systemic ableism and disablism. The aim of this paper is to highlight how embracing neurodiversity, rather than focusing on perceived deficits, minimises barriers to, and even enhances, doctoral level studies. This is achieved through a commentary of the author’s lived experience, supported by emerging asset-based evidence on the benefits of neurodiversity within academia. The paper concludes by calling upon HE institutions to make changes towards accessibility and inclusivity.
Neurodiversity, Ableism, Higher Education, Post-graduate research
How to Cite
Peters, L. A., (2023) “Embracing neurodiversity to enhance the post-graduate researcher experience: Reflections from a doctoral student”, Fields: journal of Huddersfield student research 1(1). doi: https://doi.org/10.5920/fields.1295