Beyond access: inclusion, retention, and well-being of neurodivergent students in higher education. a systematic review
DOI:
https://doi.org/10.32645/13906984.1502Keywords:
mental health, Neurodevelopmental disorders, higher education, social inclusion, health promotionAbstract
Inclusive education in universities has shown progress in the incorporation of a greater number of students; however, institutional and pedagogical barriers persist that hinder the retention and well-being of students with different learning styles. The objective of this research was to analyze the available scientific evidence on the inclusion of neurodivergent students in higher education, focusing on the factors that influenced their access, retention, and well-being, as well as the structural barriers and institutional strategies reported in the literature. A systematic review was conducted in accordance with the PRISMA 2020 statement, and the protocol was registered in PROSPERO (CRD420261285649). Twelve studies published between 2023 and 2026 were identified in the Scopus and PubMed databases. The selection was carried out using the Rayyan platform and the methodological quality was assessed using the Johns Hopkins Nursing Evidence-Based Practice model. The findings revealed that the main barriers were related to structural factors that affected the well-being, mental health, and academic retention of neurodivergent students. Likewise, it was evident that most of the research presented a moderate level of evidence and that significant gaps persisted in the implementation of inclusive policies and practices. Overall, the results demonstrated the need to strengthen institutional strategies and improve their implementation to promote effective inclusion in higher education.
Downloads
References
Aguilera Rodríguez, G., Márquez González, C. V., Villaseñor-Cabrera, T. J., & Valadez Sierra, M. de los D. (2024). University experiences of students and graduates with neurodiversity: Tools for creating a specialized mentoring program related to working life. Frontiers in Education, 9, 1-10. https://doi.org/10.3389/feduc.2024.1432930
Andreassen, M., Berg, L. J., Larsen, M. M., Vee, T. S., Andersen, P. N., & Orm, S. (2026). Academic self-efficacy and study engagement in university students with and without attention deficit hyperactivity disorder. Research in Developmental Disabilities, 169, 1-11. https://doi.org/10.1016/j.ridd.2026.105209
Bayeh, R., & Ryder, A. G. (2025). Neurodiversity, minority status, and mental health: A quantitative study on the experiences of culturally diverse university students in Canada. Autism in Adulthood, 7(4), 447-461. https://doi.org/10.1089/aut.2024.0120
Butcher, L., & Lane, S. (2025). Neurodivergent (Autism and ADHD) student experiences of access and inclusion in higher education: An ecological systems theory perspective. Higher Education, 90, 243-263. https://doi.org/10.1007/s10734-024-01319-6
Cage, E., Crompton, C. J., Dantas, S., Strachan, K., Birch, R., Robinson, M., Morgan-Appel, S., MacKenzie-Nash, C., Gallagher, A., & Botha, M. (2024). What are the autism research priorities of autistic adults in Scotland? Autism, 28(9), 2179-2190. https://doi.org/10.1177/13623613231222656Chaves Cano, A. M., Hernández Lugo, M. de la C., & Jiménez Zapata, E. M. (2025). Neurodivergence in higher education from the faculty perspective: A grounded theory study on representations, myths, and opportunities in Latin American universities. Psiquemag, 14(2), 78-102. https://doi.org/10.18050/psiquemag.v14i2.3853
Coyle, A., O’Hare, L., & Ramey, D. (2025). Synapse: A co-designed neurodivergent peer support programme for higher education settings. Autism, 29(7), 1711-1726. https://doi.org/10.1177/13623613251320448
Durgungoz, F. C., & Durgungoz, A. (2025). “Interactive lessons are great, but too much is too much”: Hearing out neurodivergent students, Universal Design for Learning and the case for integrating more anonymous technology in higher education. Higher Education, (S1), 1-20. https://doi.org/10.1007/s10734-024-01389-6
Dwyer, P. (2022). The neurodiversity approach(es): What are they and what do they mean for researchers? Human Development, 66(2), 73-92. https://doi.org/10.1159/000523723
Gibbs, K., Simpson, K., Paynter, J., Easte, C., & Fowler, J. (2025). Exploring the perspectives of Australian neurodivergent university students. Australian Educational Researcher, 52, 2665-2687. https://doi.org/10.1007/s13384-025-00828-2
Kirjava, S. A., & Witham, K. (2022). Practical and ethical considerations for neurodiversity inclusion in audiology education and practice. Trends in Neuroscience and Education, 29, 100185. https://doi.org/10.1016/j.tine.2022.100185
Leifler, E., Borg, A., & Bölte, S. (2024). A multi-perspective study of perceived inclusive education for students with neurodevelopmental disorders. Journal of Autism and Developmental Disorders, 54, 1611-1617. https://doi.org/10.1007/s10803-022-05643-7
Lobos Araya, E. O., Ortega Flores, A. A., Palacios Paredes, E. M., & Román Escobar, H. G. (2024). Inclusión de los estudiantes neurodivergentes en educación superior: Una mirada desde la perspectiva de docentes y estudiantes. Ciencia y Educación, 8(2), 149-166. https://doi.org/10.5281/zenodo.14046940
Neilson, S., O’Kelly, J., Doyle, J. K., Kenny, N., O’Neill, C., Butler, S., & McDonald, J. (2025). “...Fallen through the cracks...” A co-produced qualitative exploration of autistic student experiences at an Irish higher education institution. Autism in Adulthood, 7(4), 505-516. https://doi.org/10.1089/aut.2025.0026
Page, M. J., McKenzie, J. E., Bossuyt, P. M., Boutron, I., Hoffmann, T. C., Mulrow, C. D., Shamseer, L., Tetzlaff, J. M., Akl, E. A., Brennan, S. E., Chou, R., Glanville, J., Grimshaw, J. M., Hróbjartsson, A., Lalu, M. M., Li, T., Loder, E. W., Mayo-Wilson, E., McDonald, S., … Moher, D. (2021). The PRISMA 2020 statement: An updated guideline for reporting systematic reviews. BMJ, 372, 1-9. https://doi.org/10.1136/bmj.n71
Quigley, E., & Gallagher, T. (2025). Neurodiversity and higher education: Double masking by neurodivergent students. European Journal of Special Needs Education, 41, 286-302. https://doi.org/10.1080/08856257.2025.2511369
Vantieghem, W., Roose, I., Goosen, K., Schelfhout, W., & Van Avermaet, P. (2023). Education for all in action: Measuring teachers' competences for inclusive education. PLOS One, 18(11), 1-11. https://doi.org/10.1371/journal.pone.0291033
Zambrano Maridueña, R. A. (2022). Enseñanza inclusiva y educación superior: Estudio para la creación de la carrera de asistente en educación inclusiva, en el Tecnológico Superior Capitán Rafael Morán Valverde [Tesis de maestría]. Universidad Estatal Península de Santa Elena. Repositorio Universidad Estatal Península de Santa Elena. https://repositorio.upse.edu.ec/items/9e8e6532-dd29-49e7-bf49-21ebcab2ab43
Downloads
Published
Issue
Section
License
Copyright (c) 2026 Luis Diego Hernández romero, Laura Lizbeth Portilla Ortiz
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
El autor mantiene los derechos morales e intelectuales de su obra, autorizando a la editoruial de la revista revista Horizontes de Enfermería ladifusión y la divulgación de su contenido con fines estrictamente académicos y de investigación, sin fines de lucro.
