Vibrant minds
In what colors do you think? Feel? Process sights and sounds? It depends on your brain.
In the stories below, five University of Dayton students share what it’s like to have minds so specially wired that medical scans of individuals like them resemble fireworks filling the night sky, with reds, blues and greens bursting in areas where a neurotypical brain might remain gray and still. This is called neurodivergence — functioning that changes how the brain works from what is typical.
When this divergence takes on names like autism, dyslexia or post-traumatic stress disorder, students may require additional assistance to achieve academic goals and social ambitions. At UD, students navigating this process build community and engage in supportive systems that also promote understanding, empathy and acceptance of neurodiversity within the broader University community. It’s an opportunity for them to share their prism of experiences — and shine.
ETHAN BOATWRIGHT
Civil engineering, Huber Heights, Ohio
Ethan enjoys his time in the neighborhood around ArtStreet, whether it’s playing piano in ArtStreet Café or helping lead sessions in personal growth and understanding as a peer educator at the Adèle Center. The rising junior said he chose to study civil engineering because he wants a profession that can contribute to society.
How do you describe your neurodivergence?
My neurodiversity allows me to stick on a certain topic and persevere in it without being deterred or having to feel like I should be ashamed of things that I’m interested in. It allows me to be interested in a variety of things. For example, I play piano, anything from classic to synthetic to pop. I don’t limit myself, you know — if it sounds good, it sounds good. My neurodiversity allows me to not conform to some box that people would put me in.
Did you know about the ACES program for neurodiverse students before you came to UD? No, I actually found out my first year when I had a conversation with someone who was in the ACES program. Now I have a support system. Active, social, open arms — those are just a few words I can use to describe it. It has a calming effect, because when I would attend the meetings, I felt immediately at home. It’s where I can meet other people who are like me. I definitely feel more connected to UD than I ever did. I initially felt lost. Like, I hadn’t found my community yet. I thought it would take a while. But I’m definitely there. I am more happy. I’m socializing more than I did. Because before college, it was hard for me to get out of my bubble and communicate — I was scared of people. I think not just ACES, but UD as a whole, allowed me to get out of my shell for sure.
What does community mean to you? Community is not just finding your people but also creating a space where people feel welcome and aren’t excluded. Because in order for that community to keep growing, you have to focus on the small parts, too. It’s not just ACES, it’s the LGBTQ community, the multi-ethnic community, the multi-ethnic engineers, international students. Those are all components. I recently became a peer educator. Peer ed is definitely a safe space for me. I feel like I am changing the campus in a way — doing something bigger than myself, doing something philanthropic. I’m helping others.
CLARISSA BREARD
Psychology, Chatsworth, California
Clarissa welcomed us to the RecPlex pool, a place where she finds so much joy. A rising junior studying psychology with a concentration on disability studies, she pushed past her comfort zone and joined the water polo club — having never before played the sport. The chance paid off. “These are some of the best people I’ve ever met,” she said.
How do you describe your neurodivergence? I’m thrilled about participating in this article [because] there’s more than one voice speaking for a diverse group of people. “Unique” describes how I view the autism spectrum. Everyone on the spectrum has different support needs. [Socializing] is not that difficult for me. My battles are behind the scenes in academics. I am a student with grit and enthusiasm to excel in my classes. However, I can do all of the best strategies and still not attain the grades I’ve worked toward.
How do you navigate your neurodivergence at UD? There are some professors who create a welcoming environment, while others have made my academic experience incredibly difficult. One of the most challenging lessons I’ve learned is to accept help. There are only so many battles you can fight on your own. It’s OK to not be OK. I’m learning that receiving help is beneficial and not a sign of weakness.
How has UD helped you succeed academically? I was a health science major when I first came to UD. I’m not the best at science — I figured out the hard way. Having supplemental instructors there for chemistry, biology and stats classes makes a world of difference. Testing in the classroom is a skill I have always struggled with, and accommodations through the Office of Learning Resources allow me to test in a quiet environment and guarantee a set routine for every exam. I don’t have to navigate certain aspects that will overstimulate me in the classroom.
Why did you choose UD? I wanted to have the ability to be my own person and for people to know who I am: “Hey, Clarissa, how are you?” “Oh my gosh, you’re the girl from water polo!” I wanted to be accepted. I feel warm, comforting love every time I step on UD’s campus. One of the most special parts of being a UD student is the community that’s constantly growing with new connections.
THOMAS ODLEY
Mechanical engineering, Cincinnati
We met Thomas behind Kennedy Union near the fountain and sat on the bench behind it. Thomas said he likes to sit here when the weather is nice because he wants to be outside as often as possible. After he graduates next year, he wants to be a roller coaster designer for a theme park. He’s ridden 94 roller coasters and plans to hit number 100 this summer.
How do you describe your neurodivergence? It’s a term you don’t use anymore. I’m high functioning, on the spectrum. I have trouble with communication sometimes. My brain takes longer to process things. I sometimes need things repeated to me.
Name one challenge you’ve had to navigate because of your neurodiversity. I use audio accommodations (an app called Glean). It records the audio for your class, and you can put PowerPoints on it and take notes. It does not help at all with math classes (professors write the problems on the board and do not speak them aloud). There’s nothing accommodation-wise for taking notes during a math class. I’ve had to withdraw from multiple math classes — over 10. I also had a professor in a math class who just straight up wouldn’t accommodate whatsoever.
Is there a professor or staff person on campus that helped ensure you are successful? The first person that comes to mind is Laura Hils (ACES coordinator). She is my ACES adviser and she was kind of my boss because I was an ACES peer mentor last year. She’ll help me get my calendar on top of things because I struggle with my calendar. Another person who comes to mind is my former ACES adviser, Grace. She helped me get adjusted with dorm life. I started in Marycrest and one of the problems was the fire alarms.
What do you want people to know about your neurodivergence? The first thing is that we’re just as smart as everyone else. We process a little slower. One thing we do is “masking” (when individuals repress or hide their neurodivergence to blend in or adapt to the neurotypical world); we mask in front of others. I do it during my classes all the time … just to seem normal, even though “normal” isn’t really a thing.
ALEXANDRA CLINE
Public administration, Brookville, Ohio
When seeking sanctuary on campus, Alexandra Cline frequents two spots. For camaraderie and connection, she heads to the Ethos Center, where she worked as an undergraduate student and feels welcome to socialize or simply be silent – which, sometimes, is exactly what the public administration graduate student needs. She finds solitude at the Kennedy Union Fountain where watching the water helps her during periods of dissociation. “I’m able to feel more connected to myself there,” explained Cline, “just existing in nature anchors me back to the present.”
How do you describe your neurodivergence? PTSD is considered an “acquired neurodivergence,” meaning it developed over time rather than being present from birth. It affects how I see the world, deal with situations and interactions with others. Dissociation is a common symptom and often disrupts my focus. My brain is constantly adapting to stimuli. My memory isn’t great.
What challenges have you navigated due to your neurodiversity? I need to write down everything a professor says, keep a detailed task list, and be open about my PTSD with instructors. In the beginning, I didn’t know what was going on with me or why I couldn’t remember things. I thought it was my fault. But by the time my senior year hit, I didn’t have that anxiety. I learned to be able to say stuff in class like, “Are we going to get those notes?” or “Can I go to the OLR?” That honestly made the difference: speaking out.
Are there misconceptions or stereotypes about PTSD that might lead some to question its place within the neurodiversity spectrum? I was diagnosed about seven years ago. PTSD often lacks clear indicators, which leads to debates about whether it falls under the “neurodiversity umbrella,” and that’s hard to hear. Media portrayals emphasize the extreme trauma associated with PTSD, but like other disorders, it exists on a spectrum. Unfortunately, people don’t always see it that way. But the neurodivergent community itself is very accepting. Even if they don’t fully know what PTSD is, they can understand. I feel like a lot of people who argue about it are not actually in this community.
Do you find a gift within your neurodiversity? I’ve developed more confidence and learned to advocate for myself not only at school but with my family. And PTSD can numb your emotions — so I’m able to stay collected in situations where others might not. I’m more empathetic because I’ve gone through a ton of therapy and that’s helped me understand the brain and people better. I’m also better at accepting people for who they are, which makes me have better interactions.
What advice would you give others on advocating for themselves? I’m someone who went from one group to another and it was incredibly difficult. So, I’d say this: Don’t be afraid to support each other because even “normal people” aren’t “normal” sometimes — they’re masking — but maybe they don’t have the language or framework to understand that. Give people space and allow them to advocate for themselves or others — and don’t judge them for it.
KATIE MONTGOMERY
English, Kettering, Ohio
Katie asked to meet at Serenity Pines near Marycrest Hall where she is a resident assistant Last year, one of her professors held a few classes here, so she comes back to find quiet. “When I want to breathe, I come here,” she said. Katie is involved in LGBTQ+ Campus Ministry and she is a Dayton Civic Scholar and an OhioLINK Library intern. As an English major, Katie is passionate about literature and representation of diverse identities in children’s media. Her dream job is to write for Sesame Street.
How do you describe your neurodivergence? I would define my neurodiversity by the conditions I have, but I also view it as one of my other identities that cause me to think differently. I found out that I was autistic [in high school] through the NBC sitcom Community and saw the character, Abed (the show hints that the character is on the spectrum). I thought, “Hmm, this character is a little too relatable.” I was diagnosed relatively late. I have also been diagnosed with ADHD.
Name one challenge you’ve had to navigate because of your neurodiversity. I tend to not fit into the expectations of academia or productivity culture. I love being a student and learning … but the physical classroom isn’t set up for someone with sensory sensitivities. I’ve had to tell professors if I step out in class, it’s not because I’m not interested or because I’m skipping class — I’m overwhelmed or overstimulated.
How does your neurodivergence affect how you experience “community” at UD? In some ways, my neurodivergence allows me to create a community. A lot of my friends are neurodivergent, which I do find solace in. But it can feel like a barrier to fostering community. There’s loneliness that comes with [being neurodivergent]. Some call it “autistic loneliness.” To me that means sometimes I feel like I’m so different from other people. Of course, I’ve found lovely friends and lovely people at UD that love me and accept me for who I am — if they’re not embracing my whole self, then they’re not embracing me.
What do you consider to be the strengths and gifts of your neurodivergence? My neurodivergence makes me a more empathetic and a more passionate person. I think a common misconception — particularly surrounding autistic people — is … you have a low capacity for empathy, which I find to be incredibly false. In some instances, autistic people are known to have heightened empathy because we have heightened senses and emotions. It makes me a more empathetic person. It makes me want to love more.
ALL BELONG HERE
It feels like “family.” That’s what UD students in the program known as ACES say about the opportunity to connect socially with students who share similar challenges and strengths.
UD’s Academic Coaching Extended Services provides social and academic support to help neurodiverse students foster community and create a sense of belonging. Students apply to join ACES, which has a cohort of around 25 each year. They meet regularly with a coach to develop skills for academic success and self-advocacy, and they receive additional support and perspective from peer advisers.
“The smallest compliments can lead to a friendship, and that’s important around here,” junior Clarissa Breard, a peer adviser, counsels fellow students.
Students advocate for those like themselves through UD’s Autism Acceptance Week and participate in activities to build social skills. They decorate cookies for Valentine’s Day, join in game nights and enjoy an end-of-year ice cream social. At community dinners at the dining halls, they’ll often swap stories about their interests, from astronomy to roller coasters.
ACES is one of the programs from UD’s Office of Learning Resources that are available to all students, said ACES coordinator John Potter.
“Whatever student is coming through the door, we want to figure out who they are and what they need,” he said.
Services are built into tuition costs, and any student can request OLR resources without a doctor’s note. They self-identify their disability and barriers to success — and UD helps remove the barriers it can. For example, a student with test anxiety may use the testing center for exams. A student with challenges processing spoken lectures or taking notes can use OLR’s digital note-taking and dictation service.
ACES recently completed its third year, and word is getting out, with families and high school counselors referring students thanks to the University’s commitment to holistic education — a family, if you will.