Understanding Neurodiversity and Safeguarding
Universities are home to a diverse community of learners, including many students and staff who identify as neurodivergent.
Neurodiversity recognises that differences in how people think, learn, communicate and process information are a natural part of human diversity.
Examples of neurodivergence may include:
- Autism.
- ADHD.
- Dyslexia.
- Dyspraxia.
- Dyscalculia.
- Tourette Syndrome.
- Other neurological differences.
Neurodiversity is not a safeguarding concern.
However, some neurodivergent individuals may experience circumstances that increase their vulnerability to harm, exploitation, misunderstanding or exclusion.
Understanding these risks helps create safer, more inclusive and more supportive environments.
Neurodiversity Is Not Vulnerability
It is important to recognise that being neurodivergent does not automatically make someone vulnerable.
Many neurodivergent individuals:
- Live independently.
- Study successfully.
- Work professionally.
- Manage complex responsibilities.
- Advocate for themselves effectively.
Safeguarding concerns should never be based solely on a person's diagnosis or neurodivergent identity.
Instead, safeguarding focuses on understanding individual circumstances, risks and support needs.
Why Might Neurodivergent Individuals Face Additional Risks?
Some neurodivergent individuals may experience challenges that can increase vulnerability in certain situations.
These may include:
- Difficulties interpreting social cues.
- Challenges identifying harmful intentions.
- Difficulties recognising manipulation.
- Social isolation.
- Increased trust in others.
- Challenges understanding unwritten social rules.
- Difficulties communicating distress.
- Previous experiences of bullying or exclusion.
The presence of these factors does not mean a person lacks capacity or independence.
However, they may increase the likelihood of harm in some situations.
Social Isolation and Loneliness
Many students arrive at university without established support networks.
Some neurodivergent students may experience additional barriers to forming social connections.
This can sometimes result in:
- Isolation.
- Loneliness.
- Increased dependence on a small number of relationships.
- Difficulty seeking support.
Isolation can increase vulnerability to exploitation, coercion and poor wellbeing.
Creating inclusive communities helps reduce these risks.
Bullying, Harassment and Discrimination
Research consistently shows that neurodivergent individuals are more likely to experience:
- Bullying.
- Harassment.
- Exclusion.
- Discrimination.
- Social rejection.
Sometimes behaviours associated with neurodivergence may be misunderstood by others.
Examples might include:
- Differences in communication style.
- Sensory needs.
- Social interaction preferences.
- Direct communication.
Everyone has the right to study and work in an environment free from bullying, harassment and discrimination.
Misunderstood Communication
Communication differences can sometimes create misunderstandings.
For example, a neurodivergent person may:
- Communicate very directly.
- Interpret language literally.
- Miss implied meanings.
- Struggle with ambiguity.
- Find social situations difficult to navigate.
Equally, others may misunderstand the intentions behind a person's communication style.
A safeguarding-informed approach encourages curiosity, understanding and clarification rather than assumptions.
Online Safety and Digital Risks
Online environments can offer valuable opportunities for connection, learning and community.
However, some neurodivergent individuals may face additional online risks, including:
- Online exploitation.
- Grooming.
- Financial scams.
- Coercive relationships.
- Manipulative behaviour.
- Cyberbullying.
These risks are not unique to neurodivergent individuals, but some people may find it harder to recognise harmful intentions or identify when boundaries are being crossed.
Exploitation and Coercion
Some individuals may be vulnerable to:
- Financial exploitation.
- Sexual exploitation.
- Criminal exploitation.
- Emotional manipulation.
- Coercive relationships.
Warning signs might include:
- Sudden changes in behaviour.
- Unusual financial difficulties.
- Fear of a particular person.
- Increased isolation.
- Significant changes in routines.
- Dependence on a controlling individual.
Safeguarding concerns should always focus on the circumstances and behaviours involved rather than assumptions based on neurodivergence.
Mental Health and Wellbeing
Neurodivergent individuals can experience the same mental health difficulties as anyone else.
Some may also experience additional pressures associated with:
- Masking.
- Sensory overload.
- Social exhaustion.
- Academic pressures.
- Repeated misunderstandings.
- Experiences of exclusion.
These experiences can sometimes affect wellbeing and increase the need for support.
Mental health difficulties should not automatically be attributed to neurodivergence.
Each situation should be considered individually.
Understanding Distress
Neurodivergent individuals may express distress differently.
For example, someone may:
- Become withdrawn.
- Appear unusually quiet.
- Experience emotional overwhelm.
- Struggle to communicate verbally.
- Require additional processing time.
- Seek predictable routines.
Distress may not always look the way others expect.
Professional curiosity and person-centred conversations are important when understanding someone's needs.
Reasonable Adjustments and Safeguarding
Reasonable adjustments can help reduce barriers and support wellbeing.
Examples may include:
- Alternative communication methods.
- Additional processing time.
- Clear and consistent information.
- Flexible appointment arrangements.
- Sensory considerations.
- Adjustments to support meetings.
Reasonable adjustments help individuals engage effectively with support and safeguarding processes.
A Person-Centred Approach
No two neurodivergent people are the same.
Assumptions should be avoided.
Instead, consider:
- What support does this individual need?
- How do they prefer to communicate?
- What helps them feel safe?
- What barriers might they be experiencing?
- What adjustments may be helpful?
The individual themselves is often the best source of information about what works for them.
What Should I Do If I Am Concerned?
If you are worried that a neurodivergent student, colleague or member of staff may be at risk:
✓ Focus on the concern, not the diagnosis.
✓ Listen carefully.
✓ Seek to understand the individual's perspective.
✓ Consider whether adjustments are needed.
✓ Seek safeguarding advice where appropriate.
✓ Avoid making assumptions.
The same safeguarding principles apply to everyone.
Creating Inclusive and Safe Communities
We all play a role in creating environments where neurodivergent individuals feel:
✓ Safe.
✓ Included.
✓ Understood.
✓ Respected.
✓ Able to access support.
Safeguarding and inclusion work best when they go hand in hand.
Key Message
Neurodiversity is a natural and valuable part of our university community.
Being neurodivergent does not make someone vulnerable. However, some neurodivergent individuals may experience circumstances that increase their vulnerability to misunderstanding, exclusion, exploitation or harm.
By taking a person-centred approach, making reasonable adjustments and remaining curious about individual needs, we can create safer, more inclusive environments where everyone can thrive.