Students with autism and other neurodivergent identities experience elevated levels of anxiety, depression, and social isolation in higher education settings, often compounded by environments that prioritize normalization over inclusion. Emerging educational and mental-health literature suggests that mindfulness-based practices and structured peer support may enhance emotional regulation, self-advocacy, and sense of belonging; however, these interventions are frequently adapted from neurotypical models and may not sufficiently account for neurodivergent communication styles, sensory processing differences, or social fatigue. This presentation describes a structured, neurodiversity-affirming support model implemented within a university-based program for neurodivergent students. The model integrates mindfulness practices, explicitly scaffolded social support, and predictable group structure to foster psychological safety, emotional awareness, and relational connection. Mindfulness is conceptualized not as attentional suppression or emotional control, but as an adaptive skill for noticing internal states, sensory needs, and stress responses in ways that honor neurodivergent experiences. Social support is operationalized through facilitated group dialogue, shared meaning-making, and explicit norms that reduce social ambiguity and performance pressure. Preliminary program outcomes are informed by standardized self-report measures of emotional well-being and self-esteem, alongside qualitative feedback reflecting increased self-confidence, peer connection, and coping flexibility. Findings highlight the importance of consistency, transparency, and collaborative meaning-making when implementing mindfulness and social support interventions with neurodivergent learners. This work contributes to international conversations on inclusive education by offering a replicable, neurodiversity-affirming framework that integrates mental-health support within academic environments. Implications for educators, clinicians, and program developers are discussed, with attention to culturally responsive and globally adaptable practices in institutions.

Authors:
Diana Damilatis-Kull, Adelphi University, United States
Stephanie Grindell, Adelphi University, United States
Rita Mercante, Adelphi University, United States
Yan Mei Nie, Adelphi University, United States

About the Presenter(s)
Diana Damilatis-Kull, MA, LMHC is an adjunct professor at the Derner Institute School of Psychology at Adelphi University and a consultant for faculty on creating inclusive spaces for neurodivergent students.

Connect on Linkedin
https://www.linkedin.com/in/diana-damilatis-kull-lmhc/

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