Neurodivergence in higher education: the role of self-efficacy and emotional regulation

Neurodivergence in higher education

Abstract

This essay examines how self-efficacy and emotional regulation influence the university trajectory of neurodivergent students, who often face academic and emotional challenges linked to conditions such as ADHD, ASD, or dyslexia. Self-efficacy, understood as confidence in one's own abilities, is related to greater motivation, persistence, and use of effective learning strategies. Emotional regulation, on the other hand, is key to managing anxiety, stress, and frustration that arise in highly demanding academic contexts. The literature reviewed shows that both factors are deeply interconnected: good emotional regulation can strengthen the perception of competence, while positive self-efficacy facilitates more adaptive emotion management. However, neurodivergent students continue to face institutional, social, and pedagogical barriers that limit their full participation and well-being. The essay proposes actions such as reasonable accommodations, teacher training, mentoring programs, accessible technologies, and emotional support spaces. It concludes that enhancing self-efficacy and emotional regulation is essential for building more inclusive, equitable, and neurocognitively diverse university environments.