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

Adapting to University and Accessing Support

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 second article focuses on support available at university, while the first article focused on self-care and independent management strategies. This article discusses adapting to university, services at Monash, external resources and systemic changes that could improve the experience of neurodivergent law students.

Adapting to University

Reaching Out to Teachers

Reaching out to teachers during office hours or consultation periods provides an opportunity to seek clarification and discuss concerns directly. For neurodivergent students, individual consultations may offer a more comfortable setting to communicate their needs, particularly where adjustments may support their learning. Students should therefore feel comfortable asking for clarification or assistance when needed and recognise that seeking support is a valid part of their learning experience. Clearly communicating their concerns, the support required, and any relevant context early can help teachers better understand and respond to individual learning needs.

You do not have to disclose your diagnosis to ask for help, but if you do have DSS adjustments, you can briefly reference them (e.g. “I have DSS adjustments for extra time; could we discuss how that applies to this task?”).

Consistency

Consistency, especially for neurodivergent law students, is vital. Forming a routine, where you spend a certain allocated amount of time on certain units each week, will ensure that you are not behind as the semester progresses. However, there is no problem with creating “ugly notes” or feeling rushed – being up to date and understanding the content to be able to apply it is more important than how pretty your notes are.

A recommendation is to download every case that is on your reading guide before the semester starts – so that the process of doing your readings doesn’t have online barriers (aka Okta Verify). Another tip is to open all your required tabs for the next day the night before and write a specific to-do list – so your day is entirely planned before you wake up.

Services at Monash

Disability Support Services (DSS)

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. 

• Extra time in exams

• Rest breaks in exams

• Quiet or distraction-free testing environments / small room

• Flexible deadlines or alternative assignment software

• Specialised help with SAS

See:https://www.lawsonpsychology.com.au/how-adjustments-for-neurodiverse-university-students-work/

You should also consider whether you should supply additional documentation, which is separate from the requested DSS application form. This may include:

• Diagnostic reports from qualified professionals (e.g. psychologists, psychiatrists, case workers, or paediatricians).

• Previous accommodation plans or Individual Education Plans from high school, if applicable.

• Letters from healthcare providers or specialists familiar with your needs and their impact on your learning.

How to make the most of accommodations (managing expectations - it won’t fix all your problems)

Most DSS students are granted automatic 10-day extensions. It is important that these are used sparingly, as repeated usage of these extensions will mean that you may be 10 days behind your peers, even during exam time.

Adjustments are tools, not magic solutions. They will not change the content or fundamental demands of your degree, but they can make those demands more accessible.

Counselling

You can access Monash counselling for free, confidential support. This can be for short-term counselling, crisis support, or referral to external services. Here is a link to book your first appointment. The first 10 appointments are free to all students: https://www.monash.edu/students/support/health/counselling/appointments#book

Group study sessions – body doubling

MSA and Monash University both run body doubling sessions within the library, allowing students to lock in with peer pressure. It is a great space if you study better when you are being held accountable.

MSA Study Buddy

Peer-to-peer study groups. The Study Buddy program is for undergraduate students on the Clayton campus. Study Buddy volunteers match students with like-minded peers to form study groups of 2 to 5 students.

Register: msa.monash.edu/studybuddy

Monash Neurodiverse Resource Centre

Available supports include:

• ADHD Peer Support Group

• ADHD Social Catch-up for Graduate Students

• Undergraduate Autistic Social Catch-Up

• GradWISE

• Wellbeing Hub

What is the Wellbeing Hub?
It is not a study space! It is a good location for you to take appointments (if they are on Zoom) or talk to a psychologist/counsellor if you are having a bad day and want to decompress.

• Student Academic Success

• Disability Peer Mentoring Program

Quiet Spaces

• Monash Sport Quiet Space: Located on the ground floor, 42 Scenic Boulevard, Clayton Campus.

• Other quiet rooms and study spaces may be available across campus; DSS can advise on suitable locations based on your needs.

Services not at Monash

Recommendations

• Community gatherings: local and online ADHD and autistic peer support groups, social catch-ups, and advocacy organisations can provide understanding, validation, and practical advice that friends or family may not be able to offer.

• External mental health support: GPs can provide Mental Health Care Plans for subsidised psychology sessions under Medicare. Psychologists and psychiatrists with experience in adult ADHD and autism can offer diagnosis, treatment, and ongoing support. National services such as headspace (for younger adults), Beyond Blue, and Lifeline offer counselling, information, and crisis support.

• Inclusive sport and recreation: Access For All Abilities is a Victorian Government program that has supported inclusive sport and recreation opportunities for people with disability for over 15 years. Local councils and community centres may offer low-cost, accessible exercise options that are more flexible than commercial gyms.

Where the system falls short – and what we can push for

Research shows that most university supports for neurodivergent students focus on academic adjustments (e.g. extra time, alternative formats) rather than holistic wellbeing or systemic change. Many students report that the onus is on them to disclose, apply, and constantly advocate for basic access.

Some directions for change include:

• Universal Design for Learning (UDL): designing teaching and assessment to be accessible from the outset (clear instructions, multiple assessment formats, recorded lectures, reduced reliance on high-stakes timed exams).

• Staff training: helping academics and professional staff understand neurodiversity beyond stereotypes (e.g. “high-functioning” vs “low-functioning”, or the “superpower” narrative).

• Cultural change: normalising help-seeking, flexible pathways, and diverse communication styles, and challenging cultures that reward overwork and perfectionism.

• Neurodiversity in the legal profession: law firms are beginning to recognise the value of neurodivergent thinkers (strong pattern recognition, creative problem-solving, deep focus). Law schools should lead, not lag, in creating inclusive environments that prepare all students for the profession.

Students can advocate by:

• Joining or forming neurodiversity student groups.

• Providing feedback through subject evaluations, student representatives, and DSS consultations.

• Sharing lived-experience stories (anonymously if preferred) to inform policy and practice.

Conclusion to Part II

Neurodivergent law students can and do succeed, but they should not have to succeed in spite of the system. Navigating DSS, using campus supports, and connecting with community resources can make law school more sustainable. At the same time, institutions must move beyond individual adjustments towards universal design, cultural change, and genuine inclusion. Individual strategies and institutional reform are not alternatives; they are two sides of the same project: making legal education accessible and humane for neurodivergent minds.

Written by Samirthri, Elio and Kristen