Neurodiversity and COVID-19: A Qualitative Study on the Experiences of University Students During the COVID-19 Pandemic
Bibliographic record
Abstract
Background Despite the increase of more inclusive practices in work, school, and other settings, the neurodiverse community often gets overlooked in a predominately neurotypical world. The pandemic introduced many challenges and opportunities that shifted our sense of “normal” as a society (i.e., online schooling and social isolation). Objective To explore the impact of COVID-19 on daily lives, coping strategies, accommodations, and accessibility of services in a sample of undergraduate university students. Method Semi-structured interviews were conducted virtually or in person with 17 neurodivergent university students ( N = 17) surrounding the impacts of COVID-19 on their daily lives, coping strategies, accommodations, and service accessibility. Open-ended responses were qualitatively coded using an inductive thematic analysis. Participants were asked questions regarding the effects of the COVID-19 pandemic on their daily life, coping strategies, symptoms, barriers, and advice they have for others with a similar diagnosis. Results Challenges included exacerbation of symptoms, difficulties following protocols, increased challenges in school, social settings, and overall negative impacts on mental health. However, despite these challenges, the pandemic also offered opportunities to live authentically, self-reflect, connect with an online community, and for some participants, gain a formal diagnosis. Conclusion The COVID-19 pandemic brought both challenges and opportunities to the neurodiverse community of university students.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.002 | 0.001 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.001 | 0.001 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".