Exploring Belonging and Bias: Staff Perspectives on Supporting Black Neurodivergent Students in Higher Education

This research explores how student-facing staff perceive and respond to Black students who may be neurodivergent, particularly in contexts where formal diagnosis or disclosure is absent. Using a narrative case-study approach, the study will gather insights through semi-structured interviews to examine how issues of belonging, bias, and support are understood within academic and support services. The project acknowledges challenges in identification and disclosure among Black students. It aims to investigate how staff make sense of, recognise, and respond to neurodivergence in the absence of formal evidence. Findings will inform inclusive pedagogy, staff training, and strategies to address the awarding gap.