We don't have to wait to hear from DRS

If you drop by my house on any given day, it is equally likely that you'll be pinned to a chair while someone lovingly infodumps on you about their latest special interest (like Severance, or lasagna gardening) as it is likely that you'll have to watch one or more of us search wildly for some lost possession (car keys, a left shoe, that one top that will complete an emergency pirate costume). We are all what the internet affectionately calls neurospicy.  My daughter was diagnosed with ADHD around 4th grade, but didn’t experience the cheat code of medication until high school. My son was diagnosed with autism also around 4th grade. I clued in and got my own ADHD diagnosis in my 40s, and my husband’s spiciness is... “peer reviewed.”

Why am I sharing this? Well, this means that each of us, at one time or another, stumbled our way through the world of education without support for our neurodivergence. I know that each of us wondered what is wrong with me? and why can I just _______?! Here at GCC, our DRS team does so much behind the scenes to support our students, but the story I want to shine a light on is that of our students who, for one reason or another, are living with an undiagnosed neurodiversity. 

According to the American College Health Association (2024), around 3% of college students report that they have an autism diagnosis, around 15% of students report an ADHD diagnosis, around fewer than 3% of students report a learning disability. When those students bring documentation of their hidden disability to DRS, they are able to receive support to make their learning experience equitable with students who do not live with a disability. Sounds simple, right? Get a diagnosis, get support!

However, here's an un-fun fact: a typical diagnosis will cost a family between $1,500 and $3,000 dollars? Many of our students simply cannot pull together that kind of money to identify (or rule out!) a hidden disability. Another barrier that impacts whether a student may seek an official diagnosis is, simply, a lack of awareness about ADHD and Autism and how they can present differently from one person to another. Autism and ADHD also have very commonly run in families (eh hem, see my intro paragraph). It is common for a parent to see a child struggling in a similar way to how they struggled in school and assume that struggle is normal and fine. (“Oh, you can’t focus on math and your backpack looks like the inside of a trash compactor? Totally normal!”)   

We all have neurodiverse students in our classrooms who have not qualified for support through DRS. Without access to accommodations that create an equitable educational experience, many will earn poor grades and some may withdraw from their classes. Some undiagnosed learners wrestle with immense anxiety and depression causing them to disappear from our rosters. So what can we as classroom instructors do to meet the needs of all students, regardless of whether or not they have a formal diagnosis? 

Here are a few tips to consider:

1. In the first week of school, ask students two questions: First, what barriers do they foresee that might impact their ability to be successful in your class? (This question helps us understand a lot of things about a student—do they work? Do they work two jobs? Kids? Ailing family member? Unreliable transportation? No computer at home?) Next, what have instructors done in the past to support them? Here’s where you may see hints of undiagnosed neurodivergence. Students often say a clear agenda and fixed due dates helps them, or a grace period with a due date, one on one help helps them, the ability to handwrite their work or, alternatively, type their notes. The need for headphones in class.
2. Can you find spaces in your pedagogy to allow a little flexibility? I have a consistent but very generous late-work policy. I accept all late work for one week after the due date for 10% off. After that, the assignment closes, and I no longer offer points, but I do offer feedback if the student comes to see me during support hours.
3. Get to know each student as an individual  as much as possible.Getting to know each student’s life circumstances, their strengths and their struggles allows me to offer each student the support they need.
4. Share tips and tricks for focus (like the Pomodoro method, Lo-fi YouTube channels, Binaural Beats, focus apps, time boxing) and continually remind students of our campus resources including tutoring and basic needs support.
5. Finally, a reliable class structure helps all students. In my ENG 101 classes, assignments are always due on Tuesdays and Thursdays and writing assignments are due on Sundays. Each week, they have assignments that fall under the categories of “read”, “learn,” then “apply.” I give a clear agenda at the beginning of each class and end every class with a closure activity and the opportunity to ask questions out loud or on their ticket out the door. This consistent structure reduces anxiety for neurodiverse learners and traditional learners alike.

I view myself as a coach rather than a 'sage on the stage.' My job is not to get every student to perform at a certain level, but to unlock potential in each student and help each student grow as a scholar. This approach helps me do my best not to lose a student because of an undiagnosed disability. 

Simply put, we don’t have to wait for the email from DRS to help a student who is struggling.