Thriving, not just surviving: neurodiversity in law school (part I)

Health, social connection and time-management strategies for neurodivergent students

Introduction

Neurodivergence refers to the diversity in how different brains function and it is a term that people with various diagnoses may identify with, including people with attention deficit hyperactivity disorder (ADHD) and/or autism who this article focuses on. Unfortunately, in Australia, neurodivergent students remain less likely to both enter and complete tertiary studies compared to neurotypical students (Gibbs et al., 2025). Neurodivergent students are just as capable as their neurotypical peers but they face additional challenges because institutions are governed by neurotypical norms, which law school can exacerbate with its heavy workload, competitive expectations and the social isolation that can accompany them. 

This first article focuses on self-care and independent management strategies, while the second article focuses on support available at university. This article discusses the importance of prioritising our health, including our mental health, seeking out social opportunities, and developing time-management skills in the high-pressure environment of law school.

Health

Many law students may relate to studying without a break for egregious durations of time, sacrificing sleep and nutrition in hopes of a better grade. However, long-term academic and personal success requires prioritising one’s health, which is particularly important for neurodivergent young adults, who report poorer physical and mental health than their peers and difficulties in adapting health-promoting habits (Hotez et al., 2023).

Physical

Exercise

Exercising improves physical fitness and releases neurotransmitters, including dopamine, which support mood and clearer thinking. In adults with ADHD, exercise can reduce inattention, hyperactivity and insomnia (Svedell et al., 2025), and for autistic adults, improve psychological function and self-esteem, motor skills, and through group sport, social skills (Shahane et al., 2024). Both demographics can experience significant improvements to quality of life by integrating exercise into their daily lives (Svedell et al., 2025; Shahane et al., 2024). 

Aim for at least one 30- to 40-minute activity a day, at least 4–5 days a week, to keep the routine consistent. Examples include martial arts, dance, yoga, strength training (lunges, squats, push-ups, weightlifting), rock climbing, or team sports (Rachel Reiff Ellis & Seed, 2017). For autistic students, structured or social options like exercise classes or team sports can make exercise less intimidating, while solo options like walking, running, swimming, or yoga may suit those who prefer independent exercise. Victorian programs like Access For All Abilities and university sport clubs (e.g. Monash Sport Clubs & Varsity Sport) can be good entry points.

Sleeping, insomnia

Insomnia is common for people with ADHD. Ensure you are maintaining sleep hygiene: consistent sleep and wake times, a wind-down routine before bed (dim lights, no screens, calming activities), limiting caffeine and heavy meals late in the day, and discussing medication timing with your GP if stimulants affect your sleep. Going outside and going on walks (light exercise) can also help regulate your body clock and reduce restlessness.

Mental Health

Anxiety and depression are more common among students with autistic and ADHD traits (Garcha & Smith, 2024), and adults with autism and/or ADHD experience higher rates of suicidal ideation and attempts (Cassidy et al., 2018; Septier et al., 2019). Law school’s heavy workload, rigid structure, and competitive culture make it easy to compare ourselves to others and neglect our mental health. Below are some difficulties neurodiverse law students may face and strategies that can help.

Imposter syndrome

Many law students experience imposter syndrome, thinking we’re undeserving of our achievements and feeling like “frauds” (Grenardo, 2022). Relevantly, It was found by Brown and Morley (2026) that neurodivergent students may be at significantly greater risk of this phenomenon due to factors such as higher levels of perfectionism and self-criticism.

Morley (2026) identified that social support from friends and academic support from peers is most effective at easing these feelings among students with ADHD, even more so than institutional or familial support. When struggling, seek out other neurodivergent peers, in person or online, to see that we aren’t alone and receive external push back against negative self-talk. 

Masking

Neurodivergent students commonly “mask”, consciously or subconsciously, to appear neurotypical and avoid judgment or discrimination (Quigley & Gallagher, 2026). Quigley and Gallagher (2026) found that majority of students in their study masked at least once to suppress what others may see as “deficits” of their neurodivergence, and then again by adopting behaviours or highlighting traits that match the “super power” narrative of neurodivergence, even where this narrative does not reflect their lived experience. People with ADHD and autism report that masking causes exhaustion and a disturbed sense of identity (Hull et al., 2017; Mylett et al., 2026), with ADHD participants also describing reduced closeness with the people around them (Mylett et al., 2026). 

Acceptance from others predicts lower depression in autistic adults (Cage et al., 2018), and autistic adults mask less where their behaviour is understood rather than corrected (Crompton et al., 2020). While unmasking entirely may be unrealistic, intentionally blocking out time each week for people we feel safe around may make unavoidable masking more sustainable. Seek environments (clubs, online communities) where your natural communication style is accepted.

Rejection sensitivity

Rejection sensitivity is a heightened emotional response to criticism or perceived rejection. It is an aspect of emotional dysregulation, which is overrepresented in students with ADHD (Rowney-Smith et al., 2026). Rowney-Smith et al. (2026) found that undergraduates with ADHD felt more distress anticipating rejection than experiencing it, and withdrew pre-emptively (e.g. avoiding initiating contact, not applying for opportunities, delaying assignments, knowingly submitting work below their standard). 

Recognising these behaviours as self-sabotage helps us challenge thoughts that rejection is inevitable, which lead to isolation. Participants in Rowney-Smith et al’s (2026) research also described wanting reassurance but hesitating to ask, fearing they would be perceived as oversensitive. Having even one person we feel comfortable checking in with can test whether feared rejection is grounded in reality.

Burnout

Neurodivergent students commonly experience burnout from masking and navigating a non-accommodating system (Quigley & Gallagher, 2026). In autistic adults, burnout means chronic exhaustion, loss of skills, and lower sensory tolerance, often lasting months, stemming from the mismatch between life’s demands and the available support (Raymaker et al., 2020). Skills like executive functioning, speech, and self-care can become inaccessible, which others may perceive as giving up. Structural and institutional barriers can hinder our recovery, so one period of burnout often leads to another (Quigley & Gallagher, 2026).

In Raymaker et al.’s (2020) research participants associated recovery with acceptance and social support, time off and reduced expectations, and unmasking. This may mean avoiding self-isolation, asking for help, accessing DSS adjustments, applying for special consideration, or reducing study load. Such measures address the root cause of burnout by lowering demands or increasing support so, rather than being an indicator of  failure or giving up, they are often what makes a law degree sustainable.

Asking for help

When facing mental health challenges, reaching out is always better than isolating. Professional support (psychologists, psychiatrists, counsellors) can provide strategies and treatment; if cost is a barrier, ask your GP about Mental Health Care Plans for Medicare rebates or use Monash counselling. Mental health is biochemical as well as psychological, so consistently prioritising sleep, movement and nutrition also supports wellbeing.

Social

Neurodivergent students may find social norms and unstructured networking challenging, but meaningful relationships and supportive communities are possible. Finding a hobby or special interest can form a common ground for social interaction. Shared interests offer a natural basis for initiating conversations and developing relationships, while reducing the uncertainty of unstructured interactions. Participating in activities outside the competitive academic environment provides opportunities for relaxation and repeated connection.

Monash University offers various clubs and societies for students to build connections outside the competitive academic environment. For neurodivergent students, these groups can facilitate connections with peers who have similar experiences or conditions and may better understand the challenges of navigating university life. Such connections can provide a supportive network for sharing experiences, seeking advice, and fostering a sense of belonging throughout law school.

Seeking advice from senior students can also provide valuable guidance and reassurance. Many senior students are willing to share their experiences and offer advice, which can reduce uncertainty around unfamiliar expectations and social situations. You don’t need to disclose your diagnosis to benefit from this support; you can simply ask for advice as a junior student. These informal conversations can provide practical guidance while also creating opportunities to build connections, helping neurodivergent students feel less isolated and more confident in navigating law school.

Time management / planning

Law school rewards sustained, organised effort more than last-minute heroics. For many neurodivergent students, cramming is particularly ineffective because it relies on working memory, rapid switching, and high stress tolerance, areas that may be more challenging with ADHD, autism, or dyslexia.

Start exam notes early: begin summarising cases and principles from the first few weeks instead of waiting until SWOT VAC. Ugly notes are OKAY: being up to date and understanding the content to be able to apply it is more important than how pretty your notes are. Break tasks down: turn big tasks (“write essay”) into small, concrete steps (“find 5 cases on issue X”, “draft 200-word intro”). Use checklists and visual planners (digital or paper) to make progress visible and reduce overwhelm.

Consistency is vital. Form a routine where you spend a certain allocated amount of time on certain units each week so you are not behind as the semester progresses. There is no problem with creating “ugly notes” or feeling rushed; focus on understanding and application rather than perfection. Reduce friction by doing boring admin tasks early (emails, forms, enrolment tasks), downloading every case on your reading guide before the semester starts (so readings aren’t blocked by Okta Verify), and opening all your required tabs for the next day the night before with a specific to-do list. Adopt a “something > nothing” mindset: even 15–20 minutes of focused work is better than skipping entirely. Have backup/emergency plans: if you miss a study block, have a minimal “rescue” plan (e.g. read one case or outline one issue).

Preparing for exams as a neurodivergent student often means accepting that you cannot cram effectively. Instead, build your exam notes gradually throughout the semester, revisiting and refining them as you go. This reduces peak stress and makes revision more manageable. If you know you struggle with timed conditions, practise applying principles under time pressure early, so exam-style thinking becomes more familiar.

Conclusion to Part 1

This article has focused on what we can do ourselves, such as looking after our bodies, structuring our study, building social connection, and protecting our mental health. Part 2 discusses accessing support at university and changes that would make law school a better environment for neurodivergent students.

References

Brown, E., & Morley, E. (2025). Feeling like a fraud: Exploring how the impostor phenomenon manifests in neurotypical and neurodivergent first-year undergraduate students in the UK using the impostor phenomenon assessment. Journal of College Student Mental Health, 40(2), 265–287. https://doi.org/10.1080/28367138.2025.2493896

Cage, E., Di Monaco, J., & Newell, V. (2018). Experiences of autism acceptance and mental health in autistic adults. Journal of Autism and Developmental Disorders, 48(2), 473–484. https://doi.org/10.1007/s10803-017-3342-7

Cassidy, S., Bradley, L., Shaw, R., & Baron-Cohen, S. (2018). Risk markers for suicidality in autistic adults. Molecular Autism, 9(1), 1–14. https://doi.org/10.1186/s13229-018-0226-4

Crompton, C. J., Hallett, S., Ropar, D., Flynn, E., & Fletcher-Watson, S. (2020). ‘I never realised everybody felt as happy as I do when I am around autistic people’: A thematic analysis of autistic adults’ relationships with autistic and neurotypical friends and family. Autism, 24(6), 136236132090897. https://doi.org/10.1177/1362361320908976

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Written by Samirthri, Elio and Kristen