Neurodiversity is increasingly being acknowledged as a fundamental aspect of Equality, Diversity, and Inclusion (EDI) within Higher Education (HE). However, students who identify as neurodivergent still face obstacles in disclosure, navigating services, and implementing consistent learning support, despite the Equality Act (2010) providing a legal foundation for reasonable adjustments. This paper evaluates current practice about neurodiversity in the UK, and at the University of Birmingham in particular, utilising sector data, institutional trends, and relevant literature that frames neurodiversity as human variation rather than deficit. Throughout the discussion, we highlight areas for improvement while identifying persistent issues such as classification ambiguity, lack of visibility in national surveys, cultural stigma, and unequal staff awareness. Lastly, we present a logical course of action, including defining the institutional classification of neurodivergence; conducting programme‑level pilot interventions at the orientation phase; integrating staff training on inclusive education and academic support arrangements; increasing the visibility of current supportive services; and investigating interdisciplinary solutions such as AI‑supported analytics. These methods can be applied across disciplines and are in accordance with best practices for educational support by presenting neurodivergence as a valuable aspect of diversity.
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