Your brain is actually kinda wiggly: experiences of neurodiverse students in a large introductory physics class

While neurodiverse students are a growing population in higher education, little discipline-based research focuses on their experiences. This paper presents a thematic analysis of interviews with three neurodiverse students in a large, discussion-based introductory physics class for physics majors at a large research university. We use a neurodiversity approach, which asserts that neurodiversity should be understood through the dual lenses of an individual's characteristics and their social environment. We explore how their self-efficacy, peer connections, and access to support services influence and are influenced by the learning environment. Consistent with other work on neurodiversity, we observe a broad spectrum of experiences among neurodiverse students. We also identify challenges presented by the collaborative nature of the class. Our study underscores the need for further research into student experiences and the creation of inclusive learning environments.