Date Presented 04/03/2025
This poster presents an exploratory study on the health management of neurodivergent college students. This population faces health disparities and challenges transitioning to higher education. Health habits, current supports, and lived experiences are highlighted.
Primary Author and Speaker: Avery Gaeta
Contributing Authors: Kyle Karen
PURPOSE: Autism and attention-deficit hyperactivity disorder are neurodevelopmental conditions associated with negative health outcomes and difficulties transitioning to higher education. The purpose of this study was to explore the health management needs of neurodivergent (ND) college students.
DESIGN: Mixed methods study consisting of a Qualtrics survey (N = 44) and semi-structured interview via Zoom (N = 9). The survey questions covered 6 subcategories in the area of health management: social and emotional health, symptom condition and management, communication with health care system, medication management, physical activity, and nutrition management. The interview explored participants’ health management during their college experiences.
METHOD: Snowball sampling was employed using flyers, emails, and social media posts with the survey QR code. Interview participants opted in via an external link at the end of the survey. Survey and interview data were not linked. Quantitative data was analyzed using descriptives, comparison of means, and Pearson correlations. The qualitative interview data was analyzed using inductive-deductive hybrid qualitative methods. Both data sets were integrated to best describe the experience of participants.
RESULTS: Those who reported difficulties communicating health concerns to their primary care provider reported lower satisfaction with their ability to manage their health and increased stress and fatigue. Accessing disability accommodations was correlated with increased stress levels. Qualitative themes included energy, environment, challenges, and adaptation.
CONCLUSION: Accessing the ‘right’ supports and adapting to a college environment is a long term, high-effort process that may jeopardize well-being for ND students. Although ND college students can adapt to meet the demands of education, occupational therapists should consider ways that these adaptations may put undue labor onto students who are already struggling.
References
Dallman, A. R., Williams, K. L., & Villa, L. (2022). Neurodiversity-Affirming Practices are a Moral Imperative for Occupational Therapy. The Open Journal of Occupational Therapy, 10(2), 1–9. https://doi.org/10.15453/2168-6408.1937
Kreider, C.M., Bendixen, R.M., & Lutz, B.J. (2015). Holistic needs of university students with invisible disabilities: A qualitative study. Physical & Occupational Therapy In Pediatrics, 35(4), 426–441. https://doi.org/10.3109/01942638.2015.1020407
Spencer, T.J., Faraone, S.V., Torko, L., McDermott, K., & Biederman, J. (2014). Attention deficit/hyperactivity disorder and adverse health outcomes in adults. The Journal of Nervous and Mental Disease, 202(10), 725–731. https://doi.org/10.1097/NMD.0000000000000191
Weaver, L.L. (2015). Effectiveness of work, activities of daily living, education, and sleep interventions for people with autism spectrum disorder: A systematic review. American Journal of Occupational Therapy, 69(5), 6905180020. http://dx.doi.org/10.5014/ajot.2015.017962
