• Coping with group work and group situations

“For some neurodivergent students there are provisions for them to opt out of group work. I would advise that it’s best to verbalise your issue directly to your tutor or speak to your Dyslexia and Disability Support Service supervisor about whether your Learning Support Plan supports this. If it does not, perhaps request to be the manager of the group work: this may not make you popular if someone else wants to do it but maybe they will let you and then you can take more control or do the project in a way you prefer.”

“Seminar involvement can’t be avoided because I understand that tutors have good intentions, but trying to prepare myself mentally for this by writing answers down or having something to focus on can help me verbally articulate myself better without as much panic.”

• Managing workloads

“Many people will recommend you plan out a work calendar of exactly what you'll do and how long you will spend on it. This does not work for me because I don't know how long these tasks will take. It is often longer than I imagine. And, despite my love of timetables, flexibility is often necessary because universities like to change deadlines and give you unexpected extra tasks and appointments or there can be cancellations, rescheduling or closures. Making a list or timeline of deadlines alongside a general timetable of weekly availability to study is better for me.” 

“I try to write everything in my google calendar and having a clear outline of the module structure and expected work.”

“Knowing how long it takes you to do things is valuable, but in its absence just try to start early so you have cushion time.”

“Don't think about one module while doing another: it only slows you down. Stress about one problem at a time, preferably in order of importance.” 

“Work smart so you can maximise marks. Consider if there are faster alternatives to your methods: the way you have always done it may not be the most effective.” 

“Know when to finish: sometimes it's good enough and you just need to move on to the next thing. Ultimately, there will rarely be time to do all three modules to the very best of your abilities. But taking comfort in having tried you hardest and being optimally selective with what you accomplish so you get the highest marks you can will help you sleep at night.”

• Keeping on top of your schedule

“To help a little bit with remembering class, I check my google calendar every evening before the day and make sure I have all the classes I need (I look at iSheffield timetable too) and any other appointments there.”

• Coping with stress and looking after your wellbeing

“Actively trying to find the joy in your project or subject can be helpful when stress gets overwhelming. Neurodivergent students suffer greatly with education in ways others often do not notice or understand. But it is important not to always feel like you are fighting your society/tutors/module. Assuming there is something you enjoy or want that motivated you to pick this degree, taking a moment to think something is cool or interesting can give you a boost.”

“Make time for yourself, alone, where you can unmask. Speak to other neurodivergent people.”

“Don't be afraid of setting boundaries – with yourself and with others. People pleasing is a coping strategy a lot of us pick up and it often leads to overcommitting at the expense of our own studies and well-being.”

“The Brain in Hand mobile app is helpful when I feel really overwhelmed or anxious.”

•  Staying focused

“Read to me software helps me [I have ADHD]. Also taking advantage of gaps and university study spaces to assist my concentration.”

“To help me focus in lectures/seminars, I have found that doodling on a piece of paper or the handout we are given whilst listening to the professor has actually helped me not to have as many distracting thoughts or look around the room to distract myself.”

“I use the pomodoro technique when studying, dividing tasks into bite-sized subtasks and setting deadlines for myself. I’ve also shifted my mindset (reminding myself that I'm an adult in education and that university isn't an extension of high school or sixth form).”

• Using the available support

“Speak to the Disability and Dyslexia Support Service [DSSS] as soon as possible! They have a lot of support available.”

“Back at home I rarely talked about my conditions as I was scared that I would be judged and excluded. Taking the initiative to contact the DDSS has really helped me, and applying for Exam Support Adjustments [ESAs]. I now have 25% extra time for my exams and timed assignments.”

“Talk to your personal tutor about your neurodivergence BEFORE you think you need help so you can put plans in place.”

“I’ve found a website called AccessAble which really helps me navigate buildings and find my rooms when my timetable changes to avoid being overwhelmed when I first enter. It’s genuinely been a lifesaver.”

“The Disabled Students’ Allowance has funded a specialist mentor who I have talked to a lot to seek advice on wellbeing and it’s helped me a lot.”

• Consult a doctor

“I've got ADHD. I’ve done loads of therapy, exercise regularly, don’t drink or take drugs,  tried lots of apps, diaries/planners have lots of friends and support, and medication [Ritalin] is the only thing which has made any difference to me.”

Students recommend the following services/support mechanisms:

• Lunchtime peer support group for neurodivergent students (Wednesdays, 1pm-2pm). Form to register interest.

• 1:1 study skills tutoring from 301 Academic Skills Centre.

• The yellow sticker scheme. 

  • “This has been useful in letting my assessors know that I occasionally struggle with spelling or punctuation.”

• The University’s Disability and Dyslexia Support Service (DSSS). 

  • “The ease of the DSSS has been impactful.”

  • “DDSS has given me access to personal organisation software.”