Neurodivergent Student Insights: Translating Student Suggestions from an Intro-Chemistry Course Survey to Library Instruction
- Frank, Jacqueline [ Montana State University: Library ]
Neurodivergent students in higher education consistently graduate at lower rates than their neurotypical peers, demonstrating that they continue to face significant barriers to student success (Postsecondary National Policy Institute [PNPI], 2025; UCLA, 2021). However, a substantial gap still exists in the literature about potential interventions, and improved teaching and support strategies from the student perspective. This article shares preliminary, evidence-based findings from an ongoing Neuroinclusive Approaches to STEM Education (NIASE) grant project that centers student voices in the development of teaching interventions for introductory chemistry courses at Montana State University (MSU), and how they can be applied specifically within a library instruction context. Ultimately, this article aims to answer the research question: how can neurodivergent student insights from introductory chemistry courses inform and improve library instruction practices?