Traditional education systems are predominantly designed for neurotypical ways of learning, which may not cater to the needs of those who think and learn differently. For instance, I often struggle to keep a sustained focus, and being dyslexic, I often need extra time or tools for reading-intensive tasks. I also must write everything down, keep to-do lists and utilise my calendar daily, otherwise I would seriously fall apart. Despite these hurdles, being neurodiverse also brings unique strengths, such as hyperfocus, problem-solving, creativity and outside-the-box thinking.
Challenges
I have found balancing work with academic responsibilities very overwhelming at times. Neurodiverse individuals may encounter sensory overload in noisy workplaces, difficulty adhering to rigid schedules, or challenges in interpreting information. Adapting to a new professional environment might require additional time and support and it has taken some years to figure out what works for me. I’ve learnt that communicating with colleagues and managers is key to not only surviving, but also thriving in a work environment.
Despite the obstacles, the combination of studying and working can be empowering for neurodiverse individuals. For example, it allows for the development of practical coping mechanisms and time management. Time management for me is a still a work-in-progress and very hit and miss, but many neurodiverse people excel at finding ways to optimise their environments to suit their needs—be it through using assistive technology, maintaining structured routines, or advocating for change of practice at university and at work.
Looking after yourself
Juggling multiple roles can lead to burnout, particularly when societal expectations or personal perfectionism come into play, and this is something I have experienced far too often. I’ve often refused to recognise my own limitations as a neurodiverse person. Sometimes I have taken on far too much, to prove something to myself or to the world, that I can do everything, if not more, and this obviously is not sustainable. You must be kind to yourself, and draw on support systems, whether they include understanding supervisors, a Reasonable Adjustment Plan (RAP), or a network of friends and family. These are crucial in helping neurodiverse students thrive in these dual roles