A neurodivergent student in the whirl of academia

For many, ADHD brings to mind a hyperactive little boy who can’t sit still in class. This stereotype is unfortunately very inaccurate and can make life harder for many people. I’ve often been told that I’m “a pretty calm ADHD case,” and I still don’t know how to respond to that. To be honest, I was afraid to start university, as higher education is often seen as the pinnacle of independence and self-direction. But what if the environment and society are built for only one way of thinking and functioning?

This week, together with the university, we are celebrating Neurodiversity Celebration Week. In honor of this, we want to shift the focus from diagnoses to people. Traits associated with neurodivergence, such as difficulty getting started, are frequently seen as laziness, when in reality they reflect brains that simply function differently.

Neurodivergent students bring immense value to our community through diverse skills and unique strengths. The ability to deeply focus on topics of interest, strong problem-solving skills, a keen sense of justice, and many other traits enrich our collective expertise.

For neurodivergent students, the academic world can be full of invisible barriers: libraries that are too noisy, lecture halls with harsh lighting, unclear assignment instructions, or social pressures that exhaust you before the lecture even begins.

Isn’t it time we started talking about radical accessibility?

Accessibility does not mean lowering the bar for some students. It means giving everyone an equal opportunity to reach it.

Clear, timely syllabi and up-to-date course guides benefit everyone. When course instructions are clear and predictable, it reduces cognitive load for all students.

When teaching is designed to be flexible by incorporating predictable breaks, diverse materials, and multiple ways to demonstrate knowledge, we create an environment where no one’s potential is lost within rigid structures. This gives everyone a fair opportunity to show their skills in ways that suit their own minds.

Sensory-friendly spaces and the ability to step away from overwhelming situations should be a basic right, not a luxury.

Most importantly, as a neurodivergent person, remember that you are not alone, and that your experience is just as important as anyone else’s.

Inspired by Neurodiversity Celebration Week, I challenge everyone to reflect: Is our university community ready to rethink its attitudes, or are we losing valuable talent by expecting everyone to perform in the same way?

Participate and learn about the university's research on the University of Vaasa’s website.

Vilja Haapaniemi
Board member, social policy