“Creating Spaces Where We Can Thrive”: Students and Experts Unite at Vilnius University’s ADHD and Inclusive Education Conference

Vilnius University held a conference on an increasingly relevant topic – Attention Deficit Hyperactivity Disorder (ADHD). For the first time, representatives from two Arqus universities were able to attend the event in person. Dr Margaret Flood from Maynooth University shared her knowledge on applying the Universal Design for Learning (UDL) strategies in classrooms to accommodate diverse student needs, while students from Leipzig University offered personal perspectives on navigating higher education with ADHD.

The conference, titled “ADHD and Academic Success: Teaching, Learning, and Career Development,” explored ways to ensure academic success for neurodivergent students, addressing challenges and solutions in teaching, learning processes, and career development.

“It is all about shared learning and building capacity. It is also about community. Events like this reaffirm, challenge, and reinvigorate me. I connect with colleagues in my UDL community, but I also learn from new peers, which is a privilege,” said Dr Margaret Flood, Assistant Professor of Inclusive and Special Education at Maynooth University.

Why is UDL special?

Universal Design for Learning (UDL) emphasizes the importance of recognising learner variability, focusing on the individual rather than categorising students into groups, explains Dr Flood.

“I love the explicit emphasis of identity, the 'Who' as part of learner variability in the new UDL Guidelines 3.0. This was missing in previous versions which could lead to categorising or labelling students into groups which inevitability have a deficit attached to them. This leads to still teaching to groups of learners, not individuals. The inclusion of identity in 3.0 reminds, even challenges, us to think about the person and the variability within each person so that we can plan for each individual to have options in how they access, participate and achieve in a meaningful way with their learning,“ says Dr Flood.

Dr Flood stresses that UDL cannot succeed unless we acknowledge and plan for learner variability. “If we do not recognise there is variability within our learning community then we end up designing, teaching and assessing the average student, who we now know never existed. When we do this, we do not design for the learning preferences of every learner and therefore many learners can not participate and achieve,” she says. “For example, when designing for 'the average' we are thinking about a homogenous group of learners who can sit, listen, focus, follow and do. This is an instant barrier to learners with ADHD. However, if we predict variability, we will plan options for learners who need more time to organise themselves, process information, benefit from a movement break and so on. These choices will benefit learners with ADHD but also learners with physical disabilities who need movement and learners with dyslexia for example.”

What can universities do to make studying easier for neurodiverse students?

Supporting neurodiverse students, particularly those with ADHD, in higher education requires a collaborative and inclusive approach, explains Lou Marie Renner, a student with ADHD from Arqus partner university Leipzig. According to Renner, universities must foster “openness” by encouraging conversations about individual needs without forcing disclosure. “This helps create an environment of understanding and care where neurodivergent students feel less isolated,” she notes.

Renner emphasizes that focusing on strengths rather than deficits allows students to learn in ways that suit them, whether through verbal or written expression. By promoting collaboration and valuing each individual’s unique abilities, universities create a culture that benefits not only neurodivergent students but the entire learning community.

Renner also highlights the importance of ensuring “accessible information and support systems.” While many universities offer resources for students, they are often scattered and difficult to locate, which can be overwhelming for those with ADHD. “Centralizing resources—such as workshops, study groups, and mental health support—in one easy-to-navigate platform would greatly reduce stress,” she suggests.

Additionally, providing both online and offline opportunities, such as peer exchange programs and time management sessions, ensures that diverse needs are met, empowering students to better navigate their academic journeys. Ultimately, creating an inclusive university environment is a shared responsibility, involving students, lecturers, staff, and administration. “While students with ADHD must advocate for themselves and communicate their needs, the burden cannot rest solely on their shoulders,” Renner asserts.

She references the principle of “nothing about us without us,” stressing the necessity of including those directly affected in decision-making processes. “By working together, universities can remove barriers and create spaces where all students feel safe, supported, and able to thrive both academically and personally,” Renner concludes.

Steps to ensure assessments are fair and accessible

Dr. Flood emphasizes the importance of ensuring that assessments are both fair and accessible for all learners. She begins by crafting assessment briefs in clear and accessible language, including success criteria, detailed submission requirements, and a rubric to guide students. To accommodate diverse preferences, Dr. Flood also records audio versions of the briefs for students who benefit from auditory formats.

Dr Flood further describes her flexible approach to assessments, offering students a choice among three formats. “The first option is a continuous assessment where feedback from one part informs the next, with weighted grades for each section. This works well for students who prefer to work in segments over time rather than having to work in one large block,” she says.

The second option, an open assessment, allows students to choose their own topic and design their work accordingly, giving them ownership over their learning. Finally, the third choice supports collaborative learners, who can work together to create a UDL resource. “I saw this choice in action in another university and it was amazing to see, so I was delighted when my colleague shared her brief with me so that I could use it to inform my learners' assignment,” Dr Flood adds.

Within each assessment choice, students are further empowered to decide how they present their work—whether as a written assignment, a poster, an audio submission, or another multimedia tool.

The annual conference, organized each December by Vilnius University’s Community Welfare Unit, brings together members of the higher education community, professionals, educators, and students to discuss diversity, accessibility, and inclusive practices. Events like these continue to foster dialogue and innovation, ensuring that higher education becomes a more equitable and supportive space for all learners.