Building a neuroinclusive campus

University life can be overwhelming for any student. For those who are neurodivergent, there can be even more barriers to overcome while balancing classes, assignments, and studies. Kamilah Maudsley is a second-year undergraduate student, studying chemistry in the Faculty of Science. She has attention deficit hyperactivity disorder (ADHD) which can add unique challenges to her learning experience. 

“Noise distractions in class make it difficult for me to listen to the professor and cause me to miss information,” she explains. “Studying can also be difficult when I’m trying to figure out which concepts I should focus on and where I should look to find the right information. It can be frustrating.”

These obstacles led her to UCalgary’s NICE (Neurodiversity Immersive Campus Experience) program. Neurodivergent students at UCalgary are supported by NICE, with campus meetups, tours and workshops. 

“NICE has allowed me to discuss the realities of neurodivergence with others without fear of judgement or being misunderstood. It’s a community where I haven’t felt the need to hide intrinsic parts of myself,” says Maudsley .

“We partner with neurodivergent students to collaboratively make UCalgary a more neuroinclusive environment and ensure everyone has access to the resources they need to learn and work in the best way for them,” says Heather Thompson, Coordinator of the NICE program. “At the same time, we work with faculty and staff, equipping them with the tools to foster inclusive learning spaces.”

Neurodivergence comes from natural variations in how the brain functions and can be attributed to neurodevelopmental conditions like autism, ADHD, or dyslexia. The term ‘neurodiversity’ includes everyone, whether they identify as neurotypical or neurodivergent. 

With a vision to foster neurodiversity on campus, NICE was launched by UCalgary’s Student Wellness Services and Student Success Centre, funded by Student Union Quality Money. The team began building an ecosystem that offered people a way to connect with others, build community, receive mentorship and access resources. 

Wanting to further support this vision and keep the momentum going, the Azrieli Accelerator is joining NICE as a sponsor. As a hub that links researchers, students, thought leaders and advocates, the Azrieli Accelerator is a UCalgary initiative that champions neurodevelopment research, education and knowledge engagement to make meaningful change for neurodivergent individuals and their families.

“We’re very proud to be partnering with the NICE program,” says Dr. Susan Graham PhD, Scientific Director of the Azrieli Accelerator. “It is a driving force behind the growing awareness about neurodiversity at UCalgary and we are pleased to provide support to keep that movement going.” 

Finding her community 

Maudsley’s experience with the NICE community enriched her university experience. After some time with the program, she was inspired to become a NICE mentor herself, helping to create and deliver workshops, design community materials and work directly with students. 

“I wanted to help other neurodivergent students by reducing some of the barriers we come up against at university. I also didn’t want them to waste time and energy trying to navigate challenges I’d already faced. I wanted to share the problems I’d encountered and the strategies I used to deal with them," she says. 

Providing workshops to UCalgary faculty and staff is an effective way towards a more neuroinclusive learning environment. “It has been encouraging to see that so many members of the university community are interested in learning about our experiences and creating a university that is more accessible for all students,” says Maudsley. 

Celebrating Neurodiversity at UCalgary 

This week is Neurodiversity Celebration Week (March 17-21), a worldwide initiative that challenges stereotypes, misconceptions and barriers that the neurodivergent community faces. 

It inspires UCalgary to ask the question, how can we build a more inclusive campus? For Maudsley and other students, having more sensory-friendly spaces with quiet zones is a great start. She also points out that there are many students who are neurodivergent but haven’t received a diagnosis. Designing learning spaces and course curriculums that can be adapted to different learning and sensory preferences can remove unnecessary barriers.

“Neurodiversity is inherently neutral. All humans have proficiencies and deficits, some just happen to be noticeable enough to be associated with various conditions. While an individual may have both positive and negative experiences due to their neurodivergence, it is something to be worked with, not ashamed of or masked,” says Maudsley.

She offers this invaluable advice to all students: “Never default to assuming you are stupid or lazy when having trouble with something that others supposedly find easy. You may need to complete a task in a way that isn’t common. Try searching for strategies that neurodivergent or disabled people use to complete tasks. Just because you get good grades in school doesn’t mean that you may not struggle in other areas or need supports that can allow you to thrive.” 

Maudsley knows there are advantages to being neurodivergent: “I tend to come up with ideas or see things in a light that could be considered unconventional because I may not have the same associations with a topic that others have. I don’t always think in a linear way which allows me to connect ideas and processes that may not seem relevant to each other at first glance.” 

There are many students like Maudsley at UCalgary, along with staff, instructors, researchers and faculty, who are taking their lived experience and using it to support others and make more inclusive changes. Learning from each other and transferring that knowledge to everyone on campus can lead to powerful progress. 

This work is incredibly important to Maudsley. “I’m proud to be a part of the NICE program,” she says, “and help provide neurodivergent students with the tools to succeed academically and build community as their whole selves.”