As a late diagnosed, multiply neurodivergent postgraduate student living with several chronic physical health conditions, studying at Bournemouth University has meant much more to me than gaining qualifications. One of the things I have valued most about BU is its inclusive approach and the genuine emphasis placed both on student wellbeing and on supporting students to thrive. 

I first came to BU to study the MSc Clinical and Developmental Neuropsychology course. After completing my MSc, I chose to continue my studies at Bournemouth University, and I am now undertaking an MRes. Having experienced BU’s support during my MSc, I knew I was continuing my postgraduate journey within a university community where I felt understood and supported. 

There is also something quite poignant about my journey at BU! I may never have discovered that I am autistic if I hadn’t studied the MSc Clinical and Developmental Neuropsychology course here. 

It was during the autism lectures that, for the first time in my life, I began to wonder whether I might be autistic myself. That eventually led to my autism diagnosis as an adult and completely changed my understanding of myself, as well as my research trajectory! 

I’m now researching how to reduce diagnostic delays for autistic people with Ehlers-Danlos syndrome for my MRes. 

Finding Additional Learning Support 

When I started my MSc, I already had a long list of physical health diagnoses and faced significant barriers to everything I do relating to conditions such as Ehlers-Danlos syndrome, including chronic pain and severe fatigue. Academic staff straight away signposted me to Additional Learning Support (ALS), and I had already registered with ALS through the online course registration process. 

From the beginning, I found ALS approachable, knowledgeable and genuinely interested in finding ways to help me succeed despite the barriers I faced. Over the years, ALS have supported me with reasonable adjustments and helped me navigate Disabled Students’ Allowance (DSA). DSA has given me access to specialist assistive technology, equipment and software, as well as DSA funding for one-to-one ALS study skills support and mental health mentoring. 

Finding ways of working that suit me 

My one-to-one study skills sessions have been particularly valuable. We work on things such as prioritising tasks, breaking large projects into smaller and more manageable steps, and finding ways of working that reduce overwhelm for my neurodivergent brain. 

We have also explored practical changes such as fonts, document formatting and screen filters that make reading and academic work more accessible for me. 

Sometimes seemingly small adjustments can make an enormous difference when you are trying to study alongside disability, neurodivergence, chronic pain and fatigue. 

ALS have also been incredibly knowledgeable about assistive technology and have helped me discover tools and different ways of working that I might never have known about otherwise. 

The aim has never been to lower expectations of what I can achieve, but to reduce unnecessary barriers so that I have a fair opportunity to achieve my potential. 

Learning that it was OK to accept support 

There was a 15-year gap between completing my undergraduate degree at another university and starting my MSc at BU. 

During much of that time, many of my interactions with services had been through healthcare and benefits systems. I had become accustomed to conversations focusing on what was ‘wrong’ with me, what I couldn’t do, where my dysfunctions and faults were, or what support I had to prove I needed. 

Starting at BU therefore required quite a significant mental adjustment. 

Suddenly, I was surrounded by people who wanted to help me succeed. 

It took me time to recognise that asking for support wasn’t a sign that I wasn’t capable. Support could give me the tools and adjustments I needed to demonstrate what I was capable of. 

That shift has been incredibly important throughout both my MSc and my current MRes. 

Coming up in Part 2 

Student wellbeing and mental health support has also played an important part in my BU experience. 

In Part 2, I’ll share my experience of the University Front Room and other wellbeing support at BU, and why I’ve learned that you don’t have to wait until you reach crisis point before asking for help.

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