Standing there in the crowd, it felt like my eardrums were going to explode.
The buzzing of the crowd pressed into my brain, adding to the pressure already building within my body. There were too many sounds, too many voices, too many people.
Moments like this are a daily struggle for many neurodivergent students, though they are often invisible to those around us. Neurodivergent people are those with neurodevelopmental differences including autism, ADHD, dyslexia and others. When we think about diversity and accommodation, we usually think about culture, gender, and race—all incredibly important—but neurodiversity is often left out. The result is that students like me face not only sensory and social challenges, but also a lack of awareness, resources and understanding from peers.
Earlier this year, I was diagnosed with autism and ADHD, and it has completely altered the way I see myself and the world. For the first time, I had the language for the struggles I had carried all my life, and I finally understood that I was not “wrong” or “less-than”—I was just different.
But alongside that clarity came a poignant realization: how little awareness there is about neurodivergence, and how much stigma still surrounds it.
I’ve heard peers dismiss ADHD as an excuse for procrastination and reduce autism to worn-out stereotypes. These misconceptions and dismissals make it harder for students like me to feel comfortable in class, make friends or be fully part of this community.
Beyond sensory overwhelm, social life on campus can be particularly challenging. The pressure to “fit in” often means masking who we really are, and crowded events, noisy dining halls and overstimulating study spaces can feel impossible to navigate. Misunderstandings or dismissive comments from peers reinforce the sense that we don’t belong, making it harder to form friendships or participate fully in campus life. Without resources or understanding, many students end up isolating themselves, missing opportunities or hiding their true selves in order to avoid judgment.
But these challenges don’t have to define the student experience. Small changes on campus could make a big difference for neurodivergent students.
Creating quiet, low-stimulation spaces for study or socializing would give students a place to recharge without feeling overwhelmed. Encouraging awareness and understanding among peers can reduce stigma. Establishing a neurodivergent student group could help us form meaningful connections. By taking these steps, ESU could foster a community where all students, regardless of how their brains work, can thrive socially and academically.
Neurodivergent students don’t need to hide who we are or shrink ourselves to fit in; we need understanding, space and community. By recognizing neurodiversity as an essential part of inclusion, ESU can ensure that everyone has the opportunity to participate, connect and thrive—without the buzzing of the crowd drowning out our voices.
