Student-Led Research Project Shines Light on Neurodiversity in Adult Education

Wednesday, 25 June 2025

A passionate group of Certificate IV in Community Services students have completed a powerful research project aimed at improving support for neurodivergent learners in adult education. The findings, presented to key stakeholders including Learner Support and Executive staff, build on Wodonga TAFE’s commitment to inclusive and high-quality education.

As part of their final assessment, the students conducted a comprehensive research initiative that included a literature review, peer-to-peer focus groups, and online surveys. The project specifically sought out the voices of people with lived experience of neurodivergence, both students and staff, to ensure the findings and recommendations genuinely reflected the challenges and opportunities within formal education settings.

“This project not only gave students the opportunity to engage in meaningful research but also amplified the voices of those with lived experience,” said Community Services teacher and project manager Cathy Prior. “It’s a call to action for more inclusive, responsive, and affirming education.”

The research revealed that many students experience a range of neurodivergent conditions, with ADHD and ASD being the most commonly reported. A significant number of participants self-identified, citing financial barriers to formal diagnosis. Students described challenges such as sensory overload, anxiety, and difficulty accessing support. However, they also highlighted the positive impact of inclusive teaching strategies, such as clear instructions, visual aids, hands-on activities, flexible assessments, and empathetic educators. The report also recommended environmental changes, including sensory-friendly spaces and flexible learning environments, and advocated for a broader adoption of Universal Design for Learning principles.

Director of Education and Training, Janelle Cretney, said the project “…reflects our shared focus on engaging all students in their learning through inclusive, flexible delivery models.” She added, “The findings reinforce the principle that good teaching practices benefit all learners and highlight that at the heart of a student’s success is a skilled and confident teacher.”

The findings were well received by members of leadership. “The project findings and recommendations align with Wodonga TAFE’s core purpose, a belief that every person has the right to realise their full potential, in learning and in life,” said Dr. Julie Fry, manager of the Community Services and Health teaching department. “It also provides insight into the effective strategies already implemented across our learning areas, including high-impact teaching and classroom engagement techniques that genuinely support all learners.”

A full copy of the report is available for download here.