Welcome to Member Profiles, a series highlighting the amazing individuals who make up the I AM community. Inspired by our Community Voice group, who wanted to help others get to know us better, each edition features real stories and interviews with members – sharing their lives, interests, views on autism, and experiences with I AM. These profiles celebrate the diversity, creativity, and insight of our community, and offer a warm welcome to anyone curious about who we are and what we do. In this edition, we speak with Andrew Newsham as he shares his journey through education, the impact of neurodivergence on his choices, and the strategies that helped him thrive.
1. What inspired you to choose your course of study, and in what ways did your neurodivergent perspective influence that decision?
I chose to study Geography at the University of Salford. Two years earlier, I had been doing a History and Politics degree at the University of Liverpool, but I dropped out during my first year due to a lack of interest in the course and difficulties adjusting to living away from home.
My decision to choose Geography was based on wanting to study a subject I was more passionate about, as well as being able to stay closer to home, allowing me to commute rather than live in university accommodation.
However, I feel that I didn’t have a clear career plan in mind when I chose Geography. If I had, I think I would have been able to get more out of my university experience. My neurodivergence may have played a part in this, as I was seeking a familiar and comfortable path after college – which led me to choose university and a subject I enjoyed.
2. Can you share some memorable highlights from your university experience as well as any unexpected challenges you encountered?
I enjoyed topics related to physical geography, especially getting outdoors and conducting research, and I learned to use geographic computer software such as Geographic Information Systems (GIS) and Environmental Modelling. I also made friends during my time at university, so the social side went well enough.
However, the COVID pandemic did affect my first and second years at university. Without it, I would have gained much more from the university experience, particularly the social side, as I was quite sheltered most of the time due to commuting from home or taking online classes.
I made the decision to leave during my first year.
3. How did your unique learning style as a neurodivergent student shape the way you approached coursework and research?
I had a Reasonable Adjustment Plan in place during my time at university, which allowed me to take extensions when needed and gave me extra time and rest breaks during exams, if applicable. I was also given access to quiet rooms when necessary and given priority booking for single-person library rooms. These adjustments helped me complete coursework and research to the best of my ability, enabling me to have a successful experience at university.
4. Were there specific support systems or accommodations at your university that made a significant difference in your studies?
As mentioned above, I had a Reasonable Adjustment Plan in place, and there was also a support staff system available if I needed help or felt that my anxiety and neurodivergence weren’t being adequately supported – although this never became an issue during university. I also received support from the Barry Bennett organisation, including a laptop with specialist software to assist me in lectures, such as Sonocent for recording.
5. What strategies did you develop to manage academic pressures while embracing your neurodivergence?
Whilst at the University of Liverpool, I felt I didn’t overcome the challenges I faced, as I was very sheltered and in a difficult mental state at that point in my life. As a result, I made the decision to leave during my first year so that I could take time to reflect and reevaluate what I wanted to do in the future – which eventually led me to the University of Salford.
The main challenges I faced at Salford came during my second year, when I was again struggling with my mental health, which affected my ability to produce quality work. I overcame this by seeking counselling provided by the University in the latter half of the year, and by changing my approach to work – starting tasks earlier and breaking them down into smaller, more manageable chunks. This ultimately led to a significant improvement in the quality of my work.
I overcame this by seeking counselling and changing my approach to work.
6. How did your interactions with peers and professors evolve in light of your neurodivergent identity?
They were mostly fine. My main issue was talking to professors, as my anxiety made me fearful of speaking to them at times. But in the end, it was fine – they were there to help, so I had nothing to worry about.
7. Can you discuss a moment where self-advocacy played a key role in overcoming a challenge during your studies?
During my third year, there was a particularly difficult assignment that my class felt had an unrealistic deadline, as the coursework hadn’t been explained well. We approached the Head of Geography to ask for an extension, which we were successfully granted.
8. In what ways has your university experience and neurodivergence influenced your career goals and aspirations?
The University has a careers service that does help with preparing for future careers and offers support with CVs, cover letters, and interviews. However, I felt that they can only help so much if you don’t have a clear idea of your ultimate career goal. While I have some interest in pursuing a career in conservation, I feel that my neurodivergence has left me uncertain and confused about what my actual career goal is.
9. What advice would you offer to other neurodivergent students who are considering or currently pursuing higher education?
I’d recommend having an idea of what career you want after university, rather than going to university just to study a subject you like. Having a clear goal post-university can really help when it comes to finding a particular career. Don’t feel pressured into going to university either, especially if you don’t have a clear idea in mind.
I’d also recommend joining a society if possible, to embrace the social side of university – it’s important to make friends, especially if you’re living in university accommodation. And try not to put too much pressure on yourself, at least early on, as that definitely affected my first university experience and led to me starting again at a new university two years later.
Try not to put too much pressure on yourself, at least early on.
10. What changes or improvements would you like to see in higher education to better support neurodivergent students?
I find smaller lecture halls better for me, as I tend to struggle in large environments with lots of people, which adds pressure on me. So, I would prefer smaller settings for neurodivergent students.
If you would like to be interviewed for Member Profiles you can find out more about what’s involved by emailing nick.bowles@i-am-autism.org.uk or enquiries@i-am-autism.org.uk You don’t need to be a member of the Community Voice group to be interviewed.
