Mentoring Neurodivergent Students in Online Higher Education Environments

Increasing numbers of Neurodivergent students and students with disabilities are pursuing college with the number of people with disabilities (ages 25-34) with bachelor’s degrees doubling between 2008 to 2021 (National Institute on Disability, Independent Living, and Rehabilitation Research, NIDIRR, 2023). Higher education faculty and staff have frequent contact and, often, the most significant interactions with Autistic college students (LeGary, 2017), serving as a “key source of social support” (Bailey et al., 2019, p. 1090). However, effectively serving and supporting Neurodivergent and disabled students in higher education requires faculty and staff to engage in culturally responsive approaches, seeking to understand the lived experiences of those that differ from their own and being responsive to student strengths and preferences. This presentation will discuss a universal approach for mentorship within online higher education environments (Lestremau Allen & Syed, 2024) informed by Universal Design that aims to promote inclusivity and belonging for Neurodivergent students. Action steps and strategies to employ this model will be offered.