As we continue our efforts to make university classrooms more inclusive, we turn to faculty members who are actively mentoring and researching with neurodivergent students. Dr. Fabia Battistuzzi, an associate professor of biology and associate dean in the College of Arts and Sciences, recently shared her experiences mentoring neurodivergent students in STEM. Her insights provide valuable guidance for instructors seeking to create more accessible and supportive learning environments. Watch the whole story, and see how it fits into the Neurodiversity in the Classroom program.

Key Takeaways

Flexibility Opens Doors
Dr. Battistuzzi originally became interested in accessibility in STEM when a student who used a wheelchair and a service dog joined her research lab. Traditional wet labs posed challenges, but computational research offered an accessible and engaging alternative. This experience highlights the importance of reimagining opportunities—whether through alternative assignment formats, diverse research methods, or flexible participation options—to ensure all students can engage meaningfully.

Support Faculty to Support Students
Before mentoring a neurodivergent high school student through the NASA Neurodiversity Network, Fabia received training through the organization on how to work with neurodivergent students and their families. She emphasized how valuable it was to have guidance and a support network while navigating new mentorship strategies. For faculty, this reinforces the need for ongoing professional development and institutional resources that build confidence in working with diverse learners, such as the Neurodiversity in the Classroom program.

Structure and Transparency Reduce Friction
One of the biggest lessons from Fabia’s mentorship experience was the importance of structured communication. Setting consistent meeting times, using clear written expectations, and maintaining a single email thread for ongoing conversations helped create a stable environment for her student. Instructors can apply this strategy by providing written instructions, outlining clear deadlines, and using organized communication methods to support neurodivergent learners.

Meeting Students Where They Are 
Dr. Battistuzzi’s approach to mentoring involved listening to the student’s needs and aligning expectations accordingly. By allowing the student to have a say in shaping their research experience, she ensured greater engagement and motivation. This principle can be applied in any classroom: offer choices in assignments, check in with students regularly, and remain adaptable to different working styles.

Recognizing and Leveraging Strengths 
One of the most surprising discoveries in Fabia’s mentorship experience was the speed and focus with which her neurodivergent mentee completed a complex research project. While neurodivergent students may face challenges in some areas, they also bring unique strengths. By shifting the focus from deficits to abilities, instructors can create learning environments for all kinds of minds.

Conclusion: Embracing Neurodiversity in Higher Education 
Fabia’s experience underscores a key message: creating a learning environment conducive to neurodivergent students is not about having all the answers, but about being open to learning, adapting, and collaborating with students. Small changes in structure, communication, and mindset can make a significant difference in supporting neurodivergent learners.

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About the Neurodiversity in the Classroom Program
This program offers learning activities that deepen our knowledge of the many ways the human mind works, understanding of neurodivergent learner experiences, and how to design inclusive learning environments accordingly. Online modules include events, podcasts, discussion boards, videos, panels, and more, which can be done at your own pace. Learn more about the program, and join the online course.

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