As increasing numbers of neurodiverse students enter tertiary education it is important that universities understand the unique needs and challenges that they may face (Gardiner & Iarocci, 2014). This importance is underlined by evidence indicating that neurodiverse students are at increased risk of thwarted belonging that may result in increased use of masking and increased suicidal thoughts and behaviours (Cassidy et al., 2020). Similarly, Australian research indicates that neurodiverse students may not reach their academic potential due to stress and feelings of social isolation (Cai & Richdale, 2016). A qualitative or mixed methods research project would draw on the lived experiences of the students to provide insight into the impact the pathway program has had.

Areas of focus could include:
• Academic success
• Wellbeing and belonging
• Employability
• Self-efficacy

The pathways courses of enabling education programs are integral to supporting equity of access to tertiary education for marginalised groups (Baker, Irwin, Hamilton, & Birman, 2020). Despite this, there is a paucity of research that focuses on the experiences of neurodiverse students in Pathways courses, with studies tending to focus either on school-aged or undergraduate students. This study will aim to address this gap by focusing on the wellbeing influence of neurodiverse students undertaking Pathways courses at USQ College.

Dr Kieran Balloo

• Open Access College

• Education Systems
• Education Systems
• Other Education
• Other Education
• Other Psychology
• Psychology

• Doctor of Philosophy (DPHD)