Hamilton, Lorna ORCID: https://orcid.org/0000-0003-0526-8252, Williams, Jamie, Kat, Milo, Ralston, Brianna and Petty, Stephanie ORCID: https://orcid.org/0000-0002-1453-3313 (2025) Project INC: Inclusive Neurodiverse Campuses. Project Report. York St John University.

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Abstract

Executive Summary

Background
Project INC (Inclusive Neurodiverse Campuses) is a participatory action research project that aims to understand what works for neurodivergent inclusion and belonging on university campuses and to drive positive action. The number of neurodivergent students accessing higher education has risen steadily in the UK and
internationally in recent years. Retention and wellbeing outcomes are known to be poorer for this group of students in comparison with peers. Challenges of access and inclusion for neurodivergent employees in workplace settings,
including universities, are well documented.

Method
Working with a participatory advisory group of neurodivergent students and alumni, we designed a
two-phase study at York St John University. Phase 1
involved flexible, anonymous data collection across a digital and physical campus installation, resulting in 152 contributions from students and staff across the university. In Phase 2, we conducted in-depth accessible interviews with 6 neurodivergent students and 7 neurodivergent members of staff.

Findings
Content analysis of the Phase 1 data identified aspects of respondents’ experiences that are important determinants of belonging at university. ‘Meaningful inclusive practice’ captured the importance of: flexibility and choice when learning, inclusion happening by default rather than luck,
validation and being believed. ‘Representation as a shared responsibility’ described how identity spaces and visible acceptance of difference on campus foster inclusion and belonging. ‘Navigating space, time, and transition’ acknowledged the interdependency between physical and sensory spaces and university experience, as well as the
additional cognitive load involved in planning how to navigate transition between spaces and
activities. Using these Phase 1 themes as a framework for
thematic analysis of the Phase 2 interview data, we present a Model of INClusive belonging, which articulates the dynamic, situational, and relational nature of belonging at university for neurodivergent students and staff members as a set of five questions: Can I see it? Can I receive it? Can we talk? Can I exist here? Can I thrive here?

Actions
The actions arising from Project INC so far include: blended neurodiversity training for staff based on the co-produced findings from INC and the wider evidence base; a new sensory room on campus; executive-level commitment to neurodiversity-informed estates design; the inclusion of
neurodiversity as a key dimension of diversity in university EDI strategy; and a move towards more compassionate university communications. Action towards neurodiversity-affirming practice at York St John will continue in response to ongoing dialogue with our neurodivergent student and staff communities.

Item Type:	Monograph (Project Report)
Status:	Published
DOI:	10.13140/RG.2.2.19057.95848
Subjects:	B Philosophy. Psychology. Religion > BF Psychology L Education > LC Special aspects of education > LC1200-1203 Inclusive education
School/Department:	School of Education, Language and Psychology
Institutes:	Institute for Social Justice
URI:	https://ray.yorksj.ac.uk/id/eprint/12981

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