Category: Assessment

Managing Stress at University: A Guide for Neurodivergent Students

Key Contributors: Iman Shah

Edited by Dr. Vijesh Bhute

University is an exciting time and is full of lots of new opportunities. However, it also has the potential to be a stressful time, particularly for neurodivergent students. University was not designed with neurodivergent students in mind but it’s okay to learn differently, rest differently, and thrive in whatever way works for you. 

This article aims to share research-informed tools to help you de-stress, improve focus, and protect your well-being. These strategies are here to help you thrive—on your terms. Don’t try them all at once! Start small and pick a few, then try integrating them slowly. What works for someone else may not work for you and vice versa. You will inevitably get stressed but it’s important to have tools, support, and be kind to yourself.

Although this article is aimed to support neurodivergent students, some of the strategies may also be relevant for non-neurodivergent students. 

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Sticky

Neurodivergence through the lens of neurodivergent university students-RSC funded study results

Author and study lead: Dr. Vijesh Bhute

As part of the Royal Society of Chemistry Inclusion and Diversity fund, Dr. Vijesh Bhute conducted in-depth interviews with neurodivergent students as part of the study titled “Neurodivergence through the lens of Neurodivergent university students”. A zine has been designed by Maya Cracknell to capture key information from this project in order to raise awareness about neurodiversity.

This article is aimed to highlight some of the key findings from this study.

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The Unseen Journey: Field Trips from a Neurodivergent Viewpoint

Authors: Grace Wiggall and Kevin Jang

Contributor: Dr. Alan Spencer, Senior Strategic Teaching Fellow, Earth Science and Engineering

Editor: Dr. Vijesh Bhute, Senior Teaching Fellow, Chemical Engineering

Editor’s Note:

As part of inclusive assessments project, we are excited to share narratives and lived experiences of neurodivergent students at Imperial. The first article in this series is penned by two 1st year students from the Department of Earth Science and Engineering (ESE).

This article highlights how designing teaching and assessment with inclusivity in mind can enhance learning experience for all students. There is emphasis on support around activities and skills development, flexibility for those who face logistical issues, and tailored support for those who need it.  

The objectives of this article are:

  • To raise awareness among students on what to expect in field trips
  • To highlight challenges faced by neurodivergent students
  • To highlight support offered by the department
  • To share tips and advice to students on preparing for these field trips

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