Neurodiverse Students Learning in Large Lecture Theatres: Challenges and Opportunities

This paper explores the impact of massification in higher education, particularly in large classroom settings, on students who identify as neurodivergent. It focuses on how these students navigate learning in such environments and examines pedagogical practices that may affect their inclusion and learning outcomes. The author, with experience teaching classes of various sizes in higher education, notes the challenges that arise when neurodivergent characteristics clash with the demands of large classrooms. Neurodiversity encompasses a range of neurological challenges. This paper aims to investigate how these challenges intersect with large class settings and impact teaching and learning dynamics and considers strategies to maximise engagement, participation and learning for neurodiverse students in large higher education classes. Keywords: Neurodivergent; Large classroom; Inclusion; Pedagogical practices