Neurodivergence on Campus

Exploratory qualitative interviews done within a course project.

September to October, 2024

Research

Miro, Google Workspace

Neurodivergence on Campus

Exploratory qualitative interviews done within a course project.

September to October, 2024

Research

Miro, Google Workspace

Problem Statement

Problem Statement

Problem Statement

Problem Statement

Neurodivergent students often face accessibility gaps when searching for resources, which can impact their well-being and academic success.

Goal of Study

This study explored challenges faced by neurodivergent students at the University of Michigan, primarily analyzing the effectiveness of current mental and academic support services provided, with the intent to uncover user needs that could guide improvements in service accessibility, delivery, and design.

Methodology

Photo-elicitation (the use of visual stimuli to capture information) was used to conduct qualitative interviews. Thematic analyses of participant transcripts were then coded into an affinity diagram.

The Interview Process

Five participants consented to virtual 45-minute interviews. Using an interview guide made on Google Docs, and a curated set of ten photos on academic and social life, I prompted the participants to reflect on their personal experiences and challenges.

Interview transcripts were then reviewed using thematic analysis, i.e examining data to identify reoccuring themes. Coding, or organizing data sets with labels, was done through Google Docs. Key patterns and themes were later organized into an affinity diagram. This visual map organized the data into three overarching themes that each reference direct quotations from the interviewees.

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User insights

Users reported depression and anxiety, worsened by challenges adjusting to the large, overstimulating campus. Several faced difficulties with traditional talk therapy provided by the campus, feeling the need to "mask”, despite the therapeutic environment, due to therapists' limited understanding of neurodivergence. Executive dysfunctions, communication barriers, and the absence of supportive communities further compounded their struggles.

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Recommendations

These user insights have highlighted a key gap within University support systems, particularly in communication designs and service accessibility. These insights could beneficially guide future UX efforts, such as redesigning the university’s counseling system to add specialties for neurodivergent students, creating more accessible course environments, or most notably, co-designing real community groups that foster safe, unmasked interaction.

Interview Guide

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What This Taught Me About UX

This project strengthened my ability to conduct user-centered research through open-ended interviews, thematic analysis, and affinity mapping. I additionally developed a deeper understanding of emotional and cognitive user needs that directly inform how I approach accessible and inclusive UX design today, especially among users who function differently than others.

I plan to carry this mindset into future projects by collaborating closely with users to ensure their unique perspectives inform every design iteration, helping create tools that truly accommodate diverse ways of thinking and interacting.

Affinity Mapping

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