Navigating university as a neurodiverse student can be challenging, particularly when managing increasing academic responsibilities and the change in structure that higher education brings. Because of this, I have found it important to study in an environment that supports its students and provides reasonable accommodations, which I have experienced at the University of Surrey.
The university’s Disability and Neuroinclusion Team is an accessible and welcoming point of contact staffed by individuals who understand what it is like to navigate university with neurodiversity. This has been important to me, as feeling understood has made it easier to ask for support when needed, knowing that my experiences are recognised. The team has been a consistent source of guidance when seeking accommodations for my academic life. They provided an initial in person meeting and later offered an online form which already outlined potential available accommodations such as extra time during exams or early access to lecture material. It can sometimes be difficult to know what support to request, but the Disability and Neuroinclusion Team accounts for this. This reduced barriers to seeking support, as I did not need to have all the answers immediately and identifying your needs can be a gradual process.
Alongside accommodations, the team also offered advice and signposting to further support. Many of these resources were new to me and helped broaden my understanding of the avenues available to neurodiverse students. These ranged from general guidance to mentoring sessions with mentors trained to support and understand neurodiversity and the ways it can affect students.
Beyond the Disability and Neuroinclusion Team, the university continues to support neurodiverse students across their academic life. For example, the university recognised that the busy and loud nature of university fairs can be overwhelming, so they introduced designated times for students to attend and experience a quieter and more guided environment. Adjustments like these are meaningful to me, as they show that the university is actively considering ways to make campus life more accessible while allowing me to engage in events in a way that feels supportive.
The university also offers regular drop-in sessions at the MySurrey Hive. These have been a valuable point of access when I needed one to one advice or had questions about support. The advisors were always patient and thorough, which helped me feel comfortable and able to ask questions freely.
The Sunflower Initiative is another helpful and accessible tool for neurodiverse students provided at Surrey. The university provides sunflower items at several locations across campus including Stag Hill Reception, the Centre for Wellbeing, the Library and the MySurrey Hive. They also ensure that different types of sunflower items are available so that students can choose what feels most comfortable. This was important to me, as it allowed me to engage with the initiative in a way that suited my preferences.
The University of Surrey continues to take meaningful steps to make campus life more accessible and neurodiverse friendly. There are many areas across campus where students can seek support and staff who are consistently willing to help or signpost to the most appropriate resource. I feel fortunate to have access to such supportive teams during my time at the university.
By Chidera (Psychology BSc)
