The neurodiversity paradigm redefines conditions like autism and ADHD as beneficial forms of diversity, sparking questions about the formation of neurodiversity identities rooted in self-acceptance, especially for those whose disabilities are often hidden. A survey of 92 college students attending an institution catering exclusively to individuals with neurodiverse conditions found that all participants had developed disability identities, as indicated by responses to the Disability Identity Development Scale. The study discusses practical implications for disability services, faculty, staff, and institutions based on these findings.

Black women graduate students with disabilities, especially those identifying as neurodivergent, are underrepresented in contemporary research, highlighting a consistent gap in addressing minoritized race and gender groups. This lack of visibility is compounded by cultural norms within the Black community, exacerbating difficulties in diagnosis, treatment, and support, particularly within higher education environments. Addressing the convergence of race, gender, and disability alongside cultural norms is crucial for developing effective interventions that recognize the unique experiences of neurodivergent Black women in academia.

This article discusses the creation of collaborative learning partnerships involving students with intellectual disabilities, a group newly encouraged to enroll in higher education. Authors, including faculty members and former mentors, reflect on their experiences facilitating courses that include these students, analyzing them in light of partnership scholarship and special education. The article advocates for investment in universal design for learning principles and extended support networks to fully integrate students with disabilities into educational environments while maintaining their agency in shaping their learning communities.

Despite efforts to increase marginalized student participation in STEM, neurodivergent students remain underrepresented in graduate programs. A qualitative study investigated the experiences of 18 neurodivergent graduate students in STEM at a research-intensive university, revealing themes of pressure to conform to neurotypical norms and the struggle with disclosing their neurodivergence. These findings underscore the need for greater awareness and support for neurodivergent students in STEM graduate programs to address mental health challenges and promote inclusivity.

The COVID-19 pandemic has reshaped higher education, impacting students' academic, social, and psychological well-being, particularly for groups like LGBTQ+ and neurodivergent students. A mixed-methods study revealed that belongingness and social adjustment were crucial predictors of academic self-efficacy, especially among LGBTQ+ students in blended learning environments, while neurodivergent students displayed lower well-being and academic confidence compared to their neurotypical peers. While blended learning offered increased flexibility and accessibility, both LGBTQ+ and neurodivergent students highlighted challenges in engagement, motivation, and social interactions, emphasizing the need for future research and university strategies that consider the intersectionality of these identities to ensure equitable support and opportunities.

This study explores how young adults with ADHD navigate relationships in person and their experiences with online ADHD communities, suggesting that adults with ADHD struggle with maintaining relationships with neurotypical people due to stigma and difficulty communicating, which may promote the use of masking to conceal their symptoms. Online communities are viewed as helpful for understanding symptoms and developing coping skills but come with drawbacks such as the potential spread of misinformation and difficulty managing online communication. The medical community should be aware of the social difficulties faced by adults with ADHD to better tailor therapies, and online communities that spread reliable information may be helpful for them in navigating their symptoms.