Abstract
Neurodiversity is an inclusive term that describes the range of neurological or neurocognitive variation naturally found in the human population (Legault et al., 2021). Neurodivergence has historically been labeled and classified as a disability (Armstrong, 2017). Examples of neurodivergent diagnoses include specific learning disabilities in reading, writing, and math: dyslexia, dysgraphia, dyscalculia; autism; ADHD, or others. Estimated prevalence data suggests that 15-20% of adults are neurodiverse (Doyle, 2020). The Yale Center for Dyslexia reports that 20% of the general population are dyslexic (The Yale Center for Dyslexia and Creativity, 2022). Prevalence estimates of ADHD range from 3-7% (Song et al., 2021).
While these statistics are not specific to nursing, they give a sense of the prevalence of neurodiversity within the population. Neurodiverse students may struggle to access the curriculum as it is presented for the neurotypical learner. Students struggle for various reasons, including academic, personal, social, and demographic factors (Arbour et al., 2023). Some students struggle due to more than one issue at the same time (Al-Tameemi et al., 2023). A renewed awareness of healthcare disparities for disabled individuals (National Institutes of Health, 2023) supports a call and commitment to disability inclusion among health professions. To support diversifying the nursing workforce, the Future of Nursing 2020-2030 recognizes the importance of cultivating an inclusive educational environment, including supporting neurodiverse students (National Academy of Medicine, 2021). Neurodiverse nursing students become neurodiverse clinicians (Frawley et al., 2024) at greater risk for burnout than their peers (Syharat et al., 2023).
Nursing faculty are challenged to support and educate all of their students, including those who are often underserved in traditional learning environments. For this reason, and in support of the neurodiverse student population, this presentation will explore integrating inclusive strategies, including Universal Design for Learning (UDL) (Levey, 2018), Transparency in Learning and Teaching (TILT) assignments for course review and revision (Winkelmes, 2023), and trauma-informed pedagogy (Arbour et al., 2023). Through this work, nursing programs can create more equitable learning experiences. Faculty development and curriculum revision are essential to support neurodiversity and student success in nursing education.
Notes
References:
Al-Tameemi, R. A. N., Johnson, C., Gitay, R., Abdel-Salam, A.-S. G., Hazaa, K. A., BenSaid, A., & Romanowski, M. H. (2023). Determinants of poor academic performance among undergraduate students—A systematic literature review. International Journal of Educational Research Open, 4, 100232. https://doi.org/10.1016/j.ijedro.2023.100232
Arbour, M., Walker, K., & Houston, J. (2023). Trauma Informed Pedagogy: Instructional Strategies to Support Student Success. Journal of Midwifery & Women’s Health, jmwh.13539. https://doi.org/10.1111/jmwh.13539
Doyle, N. (2020). Neurodiversity at work: A biopsychosocial model and the impact on working adults. British Medical Bulletin, 135(1), 108–125. https://doi.org/10.1093/bmb/ldaa021
Frawley, T., Gavin, B., Valeur, C., & Morin, K. (2024). Enhancing the nursing profession’s awareness of neurodiversity. Journal of Clinical Nursing, 33(2), 419–421. https://doi.org/10.1111/jocn.16902
Legault, M., Bourdon, J.-N., & Poirier, P. (2021). From neurodiversity to neurodivergence: The role of epistemic and cognitive marginalization. Synthese, 199(5), 12843–12868. https://doi.org/10.1007/s11229-021-03356-5
Levey, J. A. (2018). Universal Design for Instruction in Nursing Education: An Integrative Review. Nursing Education Perspectives, 39(3), 156. https://doi.org/10.1097/01.NEP.0000000000000249
National Academy of Medicine. (2021). The Future of Nursing 2020-2030. https://nam.edu/publications/the-future-of-nursing-2020-2030/
National Institutes of Health. (2023, September 25). NIH designates people with disabilities as a population with health disparities. National Institutes of Health (NIH). https://www.nih.gov/news-events/news-releases/nih-designates-people-disabilities-population-health-disparities
Song, P., Zha, M., Yang, Q., Zhang, Y., Li, X., & Rudan, I. (2021). The prevalence of adult attention-deficit hyperactivity disorder: A global systematic review and meta-analysis. Journal of Global Health, 11, 04009. https://doi.org/10.7189/jogh.11.04009
Syharat, C. M., Hain, A., Zaghi, A. E., Gabriel, R., & Berdanier, C. G. P. (2023). Experiences of neurodivergent students in graduate STEM programs. Frontiers in Psychology, 14. https://www.frontiersin.org/articles/10.3389/fpsyg.2023.1149068
The Yale Center for Dyslexia and Creativity. (2022). Dyslexia FAQ. Yale Dyslexia. https://dyslexia.yale.edu/dyslexia/dyslexia-faq/
Winkelmes, M.-A. (2023). TILT Higher Ed: Transparency in Learning and Teaching. https://www.tilthighered.com/
Sigma Membership
Kappa Gamma
Type
Presentation
Format Type
Text-based Document
Study Design/Type
Other
Research Approach
Other
Keywords:
Teaching and Learning Strategies, Curriculum Development, Faculty Development, Neurodiverse Students, Nursing Education
Recommended Citation
Walker, Kelly; Arbour, Megan; Houston, Jane; and Milazzo, Maria, "Rethinking Nursing Education: Supporting Neurodiversity in Nursing Classrooms" (2025). International Nursing Research Congress (INRC). 134.
https://www.sigmarepository.org/inrc/2025/presentations_2025/134
Conference Name
36th International Nursing Research Congress
Conference Host
Sigma Theta Tau International
Conference Location
Seattle, Washington, USA
Conference Year
2025
Rights Holder
All rights reserved by the author(s) and/or publisher(s) listed in this item record unless relinquished in whole or part by a rights notation or a Creative Commons License present in this item record.
Review Type
Abstract Review Only: Reviewed by Event Host
Acquisition
Proxy-submission
Rethinking Nursing Education: Supporting Neurodiversity in Nursing Classrooms
Seattle, Washington, USA
Neurodiversity is an inclusive term that describes the range of neurological or neurocognitive variation naturally found in the human population (Legault et al., 2021). Neurodivergence has historically been labeled and classified as a disability (Armstrong, 2017). Examples of neurodivergent diagnoses include specific learning disabilities in reading, writing, and math: dyslexia, dysgraphia, dyscalculia; autism; ADHD, or others. Estimated prevalence data suggests that 15-20% of adults are neurodiverse (Doyle, 2020). The Yale Center for Dyslexia reports that 20% of the general population are dyslexic (The Yale Center for Dyslexia and Creativity, 2022). Prevalence estimates of ADHD range from 3-7% (Song et al., 2021).
While these statistics are not specific to nursing, they give a sense of the prevalence of neurodiversity within the population. Neurodiverse students may struggle to access the curriculum as it is presented for the neurotypical learner. Students struggle for various reasons, including academic, personal, social, and demographic factors (Arbour et al., 2023). Some students struggle due to more than one issue at the same time (Al-Tameemi et al., 2023). A renewed awareness of healthcare disparities for disabled individuals (National Institutes of Health, 2023) supports a call and commitment to disability inclusion among health professions. To support diversifying the nursing workforce, the Future of Nursing 2020-2030 recognizes the importance of cultivating an inclusive educational environment, including supporting neurodiverse students (National Academy of Medicine, 2021). Neurodiverse nursing students become neurodiverse clinicians (Frawley et al., 2024) at greater risk for burnout than their peers (Syharat et al., 2023).
Nursing faculty are challenged to support and educate all of their students, including those who are often underserved in traditional learning environments. For this reason, and in support of the neurodiverse student population, this presentation will explore integrating inclusive strategies, including Universal Design for Learning (UDL) (Levey, 2018), Transparency in Learning and Teaching (TILT) assignments for course review and revision (Winkelmes, 2023), and trauma-informed pedagogy (Arbour et al., 2023). Through this work, nursing programs can create more equitable learning experiences. Faculty development and curriculum revision are essential to support neurodiversity and student success in nursing education.
Description
Neurodiversity describes the natural range of neurological variation in humans. Historically seen as disabilities, neurodivergent conditions include dyslexia, dysgraphia, dyscalculia, autism, and ADHD. 20% of adults are neurodiverse. Challenges in education arise from varied factors, leading to a call for inclusive strategies like Universal Design for Learning, TILT, and trauma-informed pedagogy. Supporting neurodiverse nursing students is crucial for fostering an inclusive healthcare workforce.