Abstract
Transitioning to higher education can be challenging for neurodivergent students and they can be particularly vulnerable to experiencing stress in this new environment, resulting in higher levels of non-completion. To address this issue, this study details the co-design of a support programme for neurodivergent students in higher education. It used logic modelling workshop methodology to identify the short-term and long-term outcomes, activities and resources required for implementation. The logic model was produced during a workshop that involved a range of stakeholders, including researchers, neurodivergent and neurotypical students and disability service staff at an Irish university. The qualitative data were analysed through thematic analysis and three key outcomes were generated from the logic modelling process: 'connectedness', 'knowledge and awareness of neurodiversity' and 'empowerment'. The main activities desired by stakeholders included one-to-one mentoring and group-based mentoring, which would allow neurodivergent students to establish new friendships and develop a sense of belonging within the university. The implementation factors identified were providing a dedicated space and mentor pairing. A key finding was that stakeholders did not favour traditional peer mentoring labels of 'mentor' and 'mentee'. Instead, students preferred the development of a symbiotic co-mentoring relationship between peers, with both participants being referred to as 'mentors'.Lay abstractNeurodivergent students may require support with the social aspects of university life. Peer mentoring describes a relationship where a more experienced student helps a less experienced student by providing advice, support and knowledge. It is an effective way to support students' transition to higher education. This study involved a wide range of stakeholders including neurodivergent students, neurotypical students, disability service staff and researchers in the design of a peer mentoring programme called Synapse. A visual representation of the proposed programme (i.e. logic model) was produced during a workshop with the stakeholders. This visual showed the key outcomes or aims of the programme that was agreed upon by the stakeholders. The workshop was audio recorded and the transcripts were analysed to highlight the main conversation themes. Stakeholders stated that neurodivergent students wanted to feel more connected to others at the university to develop a sense of belonging, they also wanted people to learn more about neurodiversity to reduce stigma and finally, they wanted to feel empowered to take control of their lives and have a voice in decision-making. The two preferred activities of the programme were one-to-one and group mentoring. Uniquely, the participants were concerned with traditional terminology around peer mentoring, in particular the terms mentor and mentee, as it inferred an unequal power dynamic in a relationship. The stakeholders believed that students in the Synapse programme should be valued and treated equally, regardless of diagnosis or experience. Therefore, all members of the Synapse programme were paired within a co-mentoring relationship.