Neurodiverse ECR Experiences at Imperial
.jpg)
A neurodivergent mind is one that significantly differs from societal expectations of typicality. In a world designed around neurotypical people, neurodivergent people – some 1 in 7 of the population - can be disabled, unless an active effort is taken ensure neuroinclusivity.
Neurodivergent Early Career Researchers (ECRs) make a significant and valuable contribution to research and the wider research environment at Imperial College. Building on these strengths, this project aimed to further support and enable Imperial’s neurodiverse community by increasing awareness and adoption of neuro-inclusive practices across research settings. This work aligns with Imperial's Equality, Diversity and Inclusion (EDI) Strategy, which seeks to embed EDI principles within the research culture and strengthen support for disabled research students and staff.
While awareness of neurodiversity is growing, there remains a limited understanding of the experiences, strengths, challenges, and support needs of neurodivergent early career researchers (ECRs), particularly when compared with the substantial body of research focused on undergraduate students transitioning into higher education. This project, therefore, comes at a critical time to expand and tailor support systems that accommodate both neurodivergent ECRs and neurotypical individuals working alongside them. By fostering collaborative academic practices, the initiative seeks to advance both a moral obligation and a practical imperative for inclusivity within research environments.
“Neurodivergent researchers already make an incredibly valuable contribution to our research community. By listening to their experiences, we can identify practical changes to supervision, communication and support that help more people do their best work.” - Prof George A Constantinides, Project Lead Founding Director of ECRI
The key aims of the project are presented below:
-
-
- Improving communication between supervisors, line managers, and ECRs by promoting neurodiversity-affirming practices and fostering mutual understanding across neurodivergent and neurotypical perspectives, regardless of whether the ECR, supervisor, or line manager is autistic.
- Identify and promote practical approaches to improving the experiences of autistic and ADHD ECRs when communicating their research to external audiences, particularly in unfamiliar professional settings such as conferences, workshops, and networking events.
- Explore the experience of dyslexic and ADHD postgraduate research (PGR) students writing extended dissertations required for research degrees, and examine the relevance of these dissertations within a modern research environment where the definition of research outputs is continually evolving.
- Investigate the transition from postgraduate research (PGR) student to research staff for early career researchers (ECRs) requiring reasonable adjustments, and identify opportunities to reduce the challenges associated with navigating different systems and approaches on opposite sides of this boundary.
-
Neuroinclusive Research Practices at Imperial and other Higher Education Institutions (HEI) in the UK
The project involved recruiting Graduate Teaching Assistants (GTAs) to review current practice at Imperial and other Higher Education Institutions (HEIs) alongside focus groups being conducted with doctoral researchers and separate focus groups involving staff and supervisors supporting research.
Key findings highlight the importance of improving neurodiversity awareness and communication practices across academic communities. Variations in neurodiversity education among students and staff can create communication barriers for Early Career Researchers (ECRs), underscoring the need for targeted training and awareness-raising initiatives.
Fostering a neuro-inclusive environment requires a multi-faceted approach, with key considerations in transparent communication of inclusion measures, structured and accessible communication practices, and support mechanisms that are available to all individuals, not only those with formal diagnoses. Adopting a more inclusive approach to support provision can help improve communication and collaboration between neurodivergent and non-neurodivergent members of the academic community.
Overall, the findings highlighted several key areas for action, including training, clearer expectations, increased awareness of neurodivergence, practical support mechanisms, community development, and the celebration of a neurodiverse research culture. In particular, to better support neurodiverse Early Career Researchers (ECRs), it is recommended that research groups and laboratories establish clearer and more explicit expectations regarding processes, communication, and interactions within meetings. Adopting mutually agreed approaches to participation, decision-making, and communication would help create a more inclusive environment and improve engagement across individuals with diverse neurocognitive profiles.