Inclusive Neurodiverse Campuses: A Participatory Approach to Understanding Neurodivergent Belonging in Higher Education

A sense of belonging predicts engagement, performance and wellbeing in educational and workplace settings. However, much existing literature on belonging at university foregrounds social integration, which may not be valid for neurodivergent populations. We report a participatory action research project, aiming to understand and promote belonging for neurodivergent people at an English university. Anonymous contributions ( n = 152) were received across a multi-media cross-campus installation. Content analysis identified key determinants of belonging: (1) Meaningful inclusive practice , characterised by flexibility and choice in learning, inclusion by default, validation and being believed; (2) Neurodivergent representation as a shared responsibility, supported by identity spaces and visible acceptance of difference; and (3) Capacity to navigate time, space and transition, highlighting the cost-benefit decision-making needed to navigate campus life. These themes informed follow-on interviews with staff and students ( n = 13), analysed using reflexive thematic analysis. Findings are presented as a Model of Neurodivergent Belonging at University, framed through five questions that people negotiate to construct a sense of belonging across contexts. We conclude that belonging at university for neurodivergent people requires authentic acceptance, rather than assimilation or institutional affiliation. Making small, achievable changes across university systems can cascade into meaningful gains in success and wellbeing for neurodivergent people.