TDNet Discover

The purpose of this qualitative study was to investigate the adverse factors affecting neurodiverse adult learners in pursuit of higher education. This study employed qualitative thematic analysis using a secondary dataset of interviews with neurodiverse adult learners at King’s College London, in London, United Kingdom. ATLAS.ti software was used to thematically code the dataset. This study addressed the central research question of: What factors adversely affect the ability of neurodivergent adult learners to focus on the learning experience? For the utility of this study, neurodivergent adult learners was generally defined as adult learners with variations in brain functioning, behavior, and cognitive ability. The theory which guided this study was neurodiverse adult learning theory. The aim of the theoretical context of neurodiverse adult learning theory was to conceptually synthesize neurodiversity within the established field of adult learning theory, and make strong connections to the relevancy of neurodiversity within the adult learning theoretical framework throughout the dissertation study. From the process of thematic analysis the results of the study demonstrated the struggle of neurodiverse adult learners to self-regulate during the learning experience, the disharmony of educational praxis which fails to align with the educational needs of neurodiverse adult learners, and the consequences neurodiverse adult learners face when they are unable to focus during the learning experience. These findings align with the lived experiences of the pursuit of higher education by neurodiverse adult learners and the current literature about the needs of neurodiverse adult learners.