How Do We Support Neurodiverse Radiography Students in Radiography Education?

In 2022/2023, a total number of 137,500 (6.3%) of United Kingdom students disclosed having learning differences such as dyslexia, attention deficit hyperactivity disorder (ADHD) and autism spectrum disorder (ASD) (HESA, 2024b). Neurodiversity refers to the diversity of people in thinking, learning and processing the world around them (Johnson & Ahluwalia, 2025). It is closely associated with various mental health issues such as depression, anxiety, and substance use that impact students’ daily lives and academic achievements. Research on supporting neurodiverse radiography students was limited (Pott, 2022). It is crucial to explore the impacts and support of neurodiverse radiography students in inclusive radiography education. Initial admission screening to promote early diagnosis and referral for coping with neurodiversity. Reasonable adjustments can be made promptly at the university and clinical sites using an electronic disclosure system. Implementing neurodiverse, inclusive pedagogy and learning materials meets students’ different learning styles and needs. Pre-clinical communication module and a clinical neurodiverse officer to prepare and support neurodiverse students during clinical placement. The consistency of reasonable adjustments in written and practical examinations reflected students’ capabilities. Educators were encouraged to undertake inclusive education qualifications as inclusive officers to support neurodiverse students and regularly audit the inclusivity of teaching and learning. Using Artificial Intelligence in proofreading, voice recognition and chatbots positively impacted cognitive processes in students’ learning. Peer support from university mentorship and the national forum to share experiences and coping strategies across the cohorts and the nation.