A long way
The conference start times had been checked three times but the fear of missing something lingered. The train rattled toward the city, excitement replaced by anxiety. Directions felt like a maze, street signs swam, and the crowd overwhelmed. Exhausted but determined, I stepped into the venue, panic rising again.
This experience mirrors the reality for many neurodivergent individuals navigating higher education and professional spaces. At the Advance HE EDI Conference, we explored these lived experiences both as presenters and participants through the lens of dyslexia and OCD.
Why this matters
Conversations about mental health have progressed, yet disorders like OCD remain misunderstood. While ADHD and autism receive growing attention, OCD is often trivialised or misrepresented. This lack of awareness impacts students and staff in higher education.
Shaun, as a former NHS Trainee Children’s Wellbeing Practitioner, said,
“I’ve delivered over 500 sessions on neuro-inclusion and trained 250+ staff, with 98% reporting increased confidence in inclusive practices.
“My advocacy stems from lived experience: OCD symptoms first appeared at university. Incorrect treatment worsened my condition, leaving me housebound and isolated. I lost friends, family and financial stability. That was when I vowed: ‘OCD was the worst thing to happen to me - and I will be the worst thing to happen to OCD.’
“Since then, I’ve spoken at conferences and institutions nationwide. The response is consistent: ‘I didn’t know OCD was this serious.’ It’s time to change the narrative.”
A higher education context
For students with dyslexia and OCD, higher education presents unique hurdles.
Dyslexia
Reading, writing and processing information can be time-consuming and frustrating. Many develop adaptive strategies, but the burden of adjustment often falls solely on the student.
OCD
Intrusive thoughts and compulsions consume time and mental energy, disrupting focus and productivity. Meeting deadlines becomes a battle against anxiety and stress. Disclosure is rare, leaving needs unmet.
The power of empathy and human-centered approaches
Inclusive education requires empathy, recognising and valuing diverse needs. Key strategies include:
- Creating flexible environments: reduce stress through adaptable learning spaces.
- Personalised support: address individual challenges to promote wellbeing.
- Varied assessment methods: use oral presentations or projects to align with student strengths.
- Building community: foster belonging through peer support and collaboration.
These approaches transform experiences for neurodivergent students, enabling academic and personal success.
Poetry as an adaptive strategy
Davina uses poetry as a tool for neurodiversity. Her poem reflects the relentless grip of OCD:
A Servant to Ritual
Unwanted thoughts lead me to repeat,
Behaviors consume me, a cycle I can’t defeat.
An unscratchable itch, a nervous twitch,
They do not see my lasting scar.
If I ignore them, they return with force,
Intrusive and stressful, steering me off course.
A servant to ritual, a relentless climb,
Reducing my quality of life, consuming my time.
Did I lock the door, or just think that I did?
Did I turn off the stove, or miss the dial?
Fear and doubt, a tether and tie,
Exhausting me further, as moments pass by.
I’m not a perfectionist, I couldn’t care less,
Just trying to get through the day,
To enjoy the moment before it’s lost.
Final thoughts
Neurodivergence is not a barrier - it’s a reality that demands understanding and action. Through empathy, flexibility and honest dialogue, we can create spaces where every story matters and where everyone thrives.
Shaun Flores is a lived experience consultant, speaker and mental health advocate. A five-time TEDx presenter, he uses his journey with OCD, ADHD and addiction to challenge stigma and inspire change. Shaun delivers workshops nationwide, promoting neuro-inclusion and honest conversations about masculinity, race and mental health.
Davina Whitnall is former Equality, Diversity & Inclusion Lead at the University of Salford’s Learning & Teaching Enhancement Centre. Davina is a neurodivergent educator and author passionate about inclusive pedagogy. With over 20 years in higher education, her research explores empathy-based teaching, failureship and confidence-building strategies. She’s also a neuro-inclusive fashion designer, creating sensory calm clothing.