This kind of experience is common among neurodivergent students, even in environments that describe themselves as supportive and strengths-focused. The models used to understand neurodivergence can shape whether someone feels celebrated, pressured, or quietly excluded.
Before looking at formal definitions, this topic invites you to pause with that feeling of "being different" and to consider how well current approaches in higher education really respond to it. In the sections that follow, you will explore how the strengths-based model and the affirmative model each frame neurodivergence, belonging, and inclusion, and what that means for students who may not see themselves in the usual "superpowers" narrative.
The strengths-based model focuses on identifying neurodivergent individuals' unique abilities and talents. While this approach has positive intentions towards neurodivergence, a neurotypical understanding of this space has led to perceptions of "superpowers" that are valued through a neurotypical lens.
The Problem
This perpetuates an ableist view of strengths and success, potentially leading to an exclusionary framework when applied to neurodivergent individuals. While designed to celebrate unique strengths, many neurodivergent people report feeling excluded from this narrative, as they do not possess these "superpowers."
Third-level institutions should expand the concept of strength beyond neurotypical productivity and success metrics. This means recognising and valuing a wide range of traits, including resilience, unique perspectives, sensory awareness, and adaptability, even when they may not directly correlate with academic achievement.
Institutions should avoid framing neurodivergent students as possessing "superpowers" or expecting them to demonstrate exceptional skills. Instead, focus on providing support that enables all neurodivergent students to achieve their personal and academic goals.
Ensure equitable access to resources that support diverse needs. This includes tailored accommodations, flexible learning environments, mentorship programs, and peer support systems that cater to students with varying levels of need.
Foster environments that build self-acceptance and resilience, encouraging students to embrace their identities without feeling pressured to excel in conventional ways. Celebrate neurodiversity holistically, not solely through neurotypically recognisable strengths.
The affirmative model is an approach that focuses on diverse support, flexibility, and acceptance. Third-level institutions can create a more inclusive and affirming environment through this approach. The affirmative model benefits neurodivergent students by recognising their unique contributions without subjecting them to narrow definitions of strength or unachievable expectations.
Collaborators of this project recommended a shift from the strengths-based model to an affirmative model.
The affirmative model centres identity, acceptance, and structural change, while the strengths-based model focuses on individual abilities and potential within existing systems.
What it does well
Where it falls short
What it does well
Considerations
Take a moment to reflect on what you've learned
Daniel, a university student who is autistic, has often been told he has "superpowers" because of his strong memory and pattern recognition. While he appreciates these skills, he struggles with sensory overload and executive functioning, making university life challenging.
In a seminar on neurodiversity, he hears the phrase "Not all neurodivergent people have to be exceptional to be valued." This makes him reflect—does he feel valued because of who he is, or only because of what he can do? If universities focus too much on strengths, what happens to neurodivergent students who don't fit the "gifted" narrative?
How might institutions move beyond the strengths-based model to create a more affirmative and inclusive environment?
Consider how the affirmative model might address Daniel's experience and support all neurodivergent students.
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