Embedding Systemic Inclusion for Neurodiverse and Disabled Engineering Students

Funded by Royal Academy of Engineering (RAEng)

In partnership with and funded by , the project aims to embed systemic inclusion in degree programme design and develop a range of activities co-created with students. These include micro-internships and bespoke mentoring schemes for students who are neurodivergent and/or have disabilities. A series of guest lectures and webcasts by EqualEngineers has also been delivered.
The School of Engineering, Computing and Mathematics has around 21% of students in the three engineering subjects who are registered disabled. Evidence suggests that a large proportion of these students are mature and from a lower economic background, while there is an attainment gap of ~7%. The focus of the project is to improve the experience and sense of inclusion of disabled students within the existing population.
The immediate benefits for those people participating in this project are (or have been) as follows:
  • bespoke micro-internships for neurodivergent and disabled students
  • mentoring opportunities with industry members
  • a series of guest lectures delivered by industry members who identify themselves as disabled and/or neurodivergent
  • an opportunity to sign up for the delivered by EqualEngineers (our project partner)
  • employability skills webcasts, produced by EqualEngineers
  • improved employability skills and participation in careers events
  • an opportunity to contribute to and participate in the Inclusive Engineering conference that took place on 26 April 2023
  • a diversity inclusion toolkit for embedding systemic inclusion across the HEI sector
  • an opportunity to learn more about inclusive practice for neurodivergent and/or disabled job applicants and employees
  • 'Creating Inclusive Cultures' staff training, delivered by EqualEngineers, which aims to help embed systemic inclusion both at the University and with our key employers.
An estimated 15–20% of the world's population exhibits some form of neurodivergence. However, because neurodiverse employees may not disclose their disabilities or even have a diagnosis, employers may underestimate their prevalence and the importance of addressing their special needs.
From the employers’ perspective, this means overlooking the long-term benefits that include bringing creativity and innovation through inclusivity in the working environment, which can result in increased productivity through alternative and divergent ways of thinking and better understanding of stakeholders’ diverse needs.
Working with our students, staff, industrial and external partners, our beneficiaries will have a more inclusive learning experience.
This project aims to improve confidence, and raise the aspirations, of engineering students from neurodiverse and disabled groups to improve attainment and employability outcomes.
 

How-to guide

At the invitation of the Royal Academy of Engineering, we have produced a 'how-to' guide about the Embedding Systemic Inclusion for Neurodiverse and Disabled Engineering Students project.
The guide is intended for further and higher education staff and students who are engaged with the STEM diversity and inclusion agenda, as well as the broader engineering sector wishing to widen participation in the industry.
The aim of the guide is to transparently share details of our project with others who may be considering implementing a similar project and who might find it helpful to replicate or adapt particular aspects of it.
The guide describes how we developed, delivered and embedded the project. We reflect on what worked well, as well as some of the challenges we encountered. Finally, we outline recommendations from our learning and how others might tackle a project of this nature.