The Growing Need for Neuro-Inclusive Practices in UK Higher Education
In recent years, UK universities have seen a significant rise in the number of neurodivergent students, reflecting broader societal recognition of neurodiversity. Neurodivergence encompasses conditions such as dyslexia, ADHD (Attention Deficit Hyperactivity Disorder), autism spectrum disorder, and dyspraxia, where individuals experience cognitive differences from the neurotypical norm. These students bring unique strengths like creative problem-solving and hyper-focus, yet traditional assessment methods often disadvantage them.
The Higher Education Policy Institute (HEPI), an independent think tank focused on UK higher education, has spotlighted this issue in its timely report released on March 20, 2026. Titled "Beyond Reasonable Adjustments: A Blueprint for Neuro-Inclusive Assessment in UK Higher Education," authored by Imran Mir, the document calls for a paradigm shift. Rather than relying on individual reasonable adjustments under the Equality Act 2010, it advocates designing assessments from the outset to accommodate diverse cognitive styles, ensuring equity without compromising academic rigour.
Understanding Neurodiversity in the UK University Landscape
Neurodivergent students now represent a substantial portion of the UK higher education population. According to HEPI data, 22% of UK students have a formal neurodivergent diagnosis, with up to 28% self-identifying as neurodivergent—surpassing the general population estimate of 15-20%. In 2023-24, 19.9% of full-time undergraduates reported a disability, with cognitive and learning differences forming a key category. This surge aligns with widening participation policies and increased awareness, but only 38% of these students feel they receive adequate support.
Historically, universities have responded with reasonable adjustments like extra time in exams or assistive software. While helpful, this reactive model burdens students with disclosure—often delayed due to stigma or bureaucracy—and fails to address systemic biases in assessments favouring speed, memory recall under pressure, and conformity to unspoken norms.
Core Principles of the HEPI Blueprint
The blueprint proposes "neuro-inclusive assessment by design," where evaluations measure true learning outcomes rather than performance under neurotypical constraints. Imran Mir emphasises: "A neuro-inclusive method does not mean lowering standards; it asks what skills assessments truly test." Key principles include flexibility in format, reduced emphasis on timed pressure when irrelevant, and early formative feedback to build skills iteratively.
This approach benefits all students, including international learners, mature students, and those from widening participation backgrounds, fostering a more equitable system amid the Lifelong Learning Entitlement (LLE) rollout in 2025.
HEPI's Specific Recommendations
The report outlines actionable steps for universities:
- Varied Assessment Formats: Offer equivalent options like portfolios, oral presentations, or project-based tasks aligned to the same learning outcomes, allowing students to demonstrate knowledge in their strongest modality.
- Minimise Time Pressure: Eliminate or reduce timers where speed isn't core (e.g., essays), focusing on depth over velocity.
- Formative Feedback Integration: Embed low-stakes assessments early in modules for skill-building and confidence.
- Task Redesign: Prioritise higher-order skills—application, analysis, synthesis—over rote recall or endurance.
Implementation requires staff training, curriculum review, and resource reallocation, but promises reduced appeals and wellbeing interventions.
Challenges in the Current Adjustment Model
Current systems perpetuate inequities. Neurodivergent students often "mask" traits to fit in, leading to burnout and mental health crises. Disclosure rates lag, with support inconsistent across institutions. Rising student numbers strain wellbeing services, while appeals highlight design flaws framed as personal failings.
For instance, exams testing concentration under duress penalise those with ADHD, despite equal entry tariffs yielding disparate outcomes. The blueprint argues this is unsustainable as participation diversifies.Read the full HEPI blueprint here.
Photo by Zoshua Colah on Unsplash
Supporting Evidence and Statistics
| Metric | Value | Source |
|---|---|---|
| Undergrads reporting disability (2023-24) | 19.9% | HEPI/OfS |
| Students with neurodivergent diagnosis | 22% | HEPI Survey |
| Self-identifying neurodivergent | Up to 28% | HEPI |
| Students with adequate support | 38% | Disabled Students' Survey |
These figures underscore the scale: nearly one in five students needs better assessment access.
Case Studies: Pioneering Universities
UK institutions are trialling inclusive methods. At King's College London, neurodivergent students reported positive experiences with flexible feedback in non-medical subjects. The University of Warwick showcases inclusive education case studies, including varied assessments reducing barriers.
- University of Bristol's BILT initiative: Neuroinclusive collaborative resources by students for students.
- UCL: Transformed intake interviews for neurodivergent applicants.
- York St John: Project INC participatory research on campus inclusion.
These examples demonstrate improved attainment and engagement.
Stakeholder Reactions and Expert Views
The blueprint has garnered support on social media, with educators praising its proactive stance. Imran Mir notes resource shifts will ease burdens long-term. Universities UK echoes widening participation needs, while the Office for Students (OfS) monitors equity. Critics worry implementation costs, but proponents argue inaction costs more in dropouts and appeals.
Alignment with Broader Reforms
The blueprint dovetails with 2026 SEND reforms and the Neurodivergence Taskforce report, emphasising mainstream inclusion.Explore the government SEND report. LLE demands flexible assessments, positioning neuro-inclusivity as future-proofing.
Implementation Roadmap and Actionable Insights
Universities should:
- Audit current assessments for biases.
- Train staff via Advance HE modules.
- Pilot varied formats in one department.
- Monitor via attainment gaps.
- Partner with student neurodiversity societies.
Benefits: Higher retention, innovation from diverse thinkers, reduced costs.
Photo by sahil prajapati on Unsplash
Looking Ahead: A More Inclusive Future
As neurodivergent participation grows, the HEPI blueprint offers a roadmap to transformative reform. By prioritising design over adjustment, UK higher education can unlock talent, align with policy shifts, and prepare graduates for diverse workplaces. Early adopters will lead equity in learning.
