By Will Wheeler – Neurodivergent Mates Podcast

Introduction: Why University Isn’t Always Built for Everyone

Higher education is often framed as the natural next step after high school. For many, it represents independence, growth, and career opportunities. But for students with ADHD, the transition from the structure of school to the self-directed nature of tertiary education can be overwhelming.

In a recent episode of Neurodivergent Mates, I spoke with Dr Natasha Arthars, researcher, educator, and valued member of the Neurodiversity Academy Advisory Board, about how universities can better support students with ADHD. Her story and research highlight the challenges, gaps, and opportunities for rethinking how tertiary education is designed.

Natasha’s Path to Academia

Natasha’s journey into higher education wasn’t straightforward. Today, she holds multiple vocational and university qualifications, has taught across VET and higher education, and completed a PhD in 2021. But before that success, she had two failed attempts at university.

On her third try, she found her stride and eventually discovered a passion for research. Her experiences now inform her work: focusing on adult learners, student engagement, and how technology – including AI – can improve educational outcomes.

Growing Up Undiagnosed

Like many neurodivergent people, Natasha wasn’t diagnosed in school. Her report cards followed a familiar pattern: high performance in primary school, followed by struggles in high school. Teachers said she could “do really well if only she applied herself.”

She describes herself as easily bored, full of anxious energy, and often in conflict with teachers. Maths class was a particular flashpoint – she found it too easy, became disruptive, and was regularly kicked out.

“I wasn’t the class clown, but I was bored. I’d finish quickly, distract others, and get thrown out. Looking back, it all makes sense now.” – Natasha

She also carried a strong sense of justice – challenging teachers when she felt they weren’t treating students fairly. This tendency, common among ADHD and autistic individuals, created further conflict but also foreshadowed her later advocacy for students’ voices.

Executive Functioning and Brain Development

To understand why ADHD presents unique challenges in tertiary education, Natasha explains executive functioning: the brain’s control system, located in the prefrontal cortex. It governs planning, working memory, impulse control, and cognitive flexibility.

For students with ADHD:

• Planning is difficult due to time-blindness.
• Working memory overloads quickly, leading to shutdown.
• Impulse control lags behind peers.
• Cognitive flexibility can be rigid, making it harder to adapt to change.

Research shows that the prefrontal cortex typically matures by the early twenties. But for those with ADHD, development can be delayed by 2–5 years. This means neurotypical students may manage independent study and deadlines in their early twenties, while ADHD students are still grappling with executive functioning skills.

The Challenge of Transitioning to University

High school provides structure: fixed timetables, daily routines, and teachers chasing students up on work. University, by contrast, expects self-directed learning. Students must plan study schedules, track deadlines, and navigate variable timetables.

For students with ADHD, this shift is jarring. Common struggles include:

• Difficulty initiating assignments.
• Trouble tracking multiple deadlines.
• Overloaded working memory.
• Poor impulse control when balancing study with social opportunities.

These challenges often result in procrastination, missed deadlines, and increased stress.

When Accommodations Miss the Mark

Most universities offer similar accommodations for ADHD students:

• Extra time for assignments.
• Additional exam time.
• Quiet rooms or rest breaks during tests.

While helpful in theory, Natasha questions their real impact. Many students report that extensions simply shift deadlines without solving underlying issues.

One student in a recent Australian study explained:

“If I get a week’s extension, that just becomes my new due date. It doesn’t actually help me manage the workload.”

This creates a domino effect: assignments are pushed back into exam periods or holidays, leaving students perpetually behind. Research shows little evidence that extra time specifically benefits ADHD students compared to neurotypical peers.

Natasha argues that what students need is not just assessment accommodations but learning accommodations: structured support, templates, scaffolding, and proactive check-ins.

Learning Access: Making Classes More ADHD-Friendly

Natasha believes universities must move beyond “time-based” accommodations to rethink learning access.

Practical changes include:

• Recorded lectures: Allowing students to replay at their own pace, speed up content, or rewatch explanations.
• Pre-released materials: Enabling students to preview content, prepare questions, and reduce cognitive overload in live classes.
• Camera choice in online learning: Forcing cameras on can create unnecessary anxiety; giving students control respects neurodiverse needs.
• Structured choice: Providing clear assignment templates, examples, and scaffolds prevents overwhelm.

Will added that recorded lectures would have helped him immensely – by allowing him to process material beforehand, then attend class prepared with questions, and later review explanations again.

Building Confidence Through Early Support

Both Natasha and I agreed that early intervention is critical. Instead of throwing students “into the lion’s den,” support structures should begin at the start of university:

• Scheduled check-ins with staff.
• Guidance on executive functioning skills.
• Building routines around planning, organisation, and prioritisation.

Confidence is a key outcome. As Natasha notes, once students feel capable, they need less support and begin to self-manage. Success builds momentum: mastering Word, PowerPoint, or referencing skills, for example, empowers students to keep going.

“Confidence and self-efficacy shape identity. If students leave tertiary education believing they’re failures, it impacts their careers and lives long-term.” – Natasha

The Flow-On Effect to the Workplace

Supporting students with ADHD isn’t just about education – it has direct implications for the workplace. University graduates carry their study habits, confidence, and self-beliefs into employment.

If tertiary education builds confidence and executive functioning skills, graduates are better prepared for professional environments. If it undermines them, the cycle of underemployment and self-doubt continues.

Rethinking Support: From Accommodations to Inclusion

Ultimately, Natasha argues that universities need to shift from narrow accommodations to inclusive design. This means:

• Viewing flexibility as essential, not optional.
• Designing assessments and learning environments that work for all students.
• Embedding executive functioning supports into study programs.

As student numbers grow and neurodiversity becomes more visible, institutions that fail to adapt will not only disadvantage students but also risk losing relevance in a competitive sector.

Conclusion: Time to Rethink the Model

Dr Natasha Arthars’s insights highlight the urgent need to rethink ADHD support in tertiary education. Extra time alone won’t close the gap. Instead, universities must focus on confidence, inclusion, and executive functioning supports that empower students to thrive.

Her message is clear:

“Education should be designed to support all students, not just those who fit the traditional mould.”

By rethinking accommodations, embedding inclusive practices, and listening to student voices, tertiary education can become a place where neurodivergent learners don’t just survive – they succeed.

Where to Find Natasha

Connect with her on LinkedIn or find her academic work on Google Scholar.

Listen to the Full Episode

Catch the full conversation with Dr Natasha Arthars, by clicking on the link below.