The neurodiversity movement has gained momentum in recent years, with higher education professionals becoming more aware of the strengths and needs of neurodivergent individuals, particularly those with autism and ADHD. However, despite this progress, the academic system still struggles to fully recognise the potential of dyslexic academics. Dyslexia is often framed as a challenge to be managed, rather than a cognitive strength that can bring profound benefits to qualitative research.
As a dyslexic academic, I know the barriers that academia places in front of those who think differently. During my early academic years, I constantly felt out of place, especially in environments where linear thinking and rigid structures were the norm. Group reading sessions filled me with dread, and even during my PhD, writing in structured formats felt like an insurmountable task. Deadlines were elusive, and each paragraph was a monumental effort. Yet, my dyslexia gave me an edge – allowing me to see connections others often missed and approach problems with creativity and intuition, making me well suited to qualitative research.
The cognitive strengths of dyslexic academics
Dyslexia, often misunderstood as merely a reading or writing difficulty, brings a suite of cognitive strengths, including holistic thinking, pattern recognition and creativity. These abilities are particularly valuable in qualitative research, where complexity and ambiguity often define the work. Dyslexic academics can offer unique insights, drawing connections across different areas of research and viewing data from non-linear perspectives that might otherwise go unnoticed.
Yet, higher education remains anchored in neurotypical norms that marginalise these strengths. Linear writing structures and rigid methods of research collection pose challenges to dyslexic scholars. Many dyslexic academics struggle to find their place, despite having the capacity to contribute deeply to their fields.
Cultural competency: a framework for change
Higher education must adopt a framework of cultural competency, which provides tools to ensure the inclusion of neurodiverse scholars. As explored by Shuangyu Li in a recent Campus article, cultural competency is not just about awareness but about embedding inclusive practices into academic structures. Li’s work highlights the need for institutions to reflect on their practices and create systems that engage with, rather than exclude, cognitive diversity. In the context of dyslexic academics, this means creating environments where their contributions are recognised and valued.
Drawing on the ACT Cultural Model – Activate Consciousness, Connect Relations and Transform Practices – universities can take tangible steps to improve how they engage with dyslexic scholars:
- Activate consciousness: Institutions must raise awareness of the specific challenges and strengths that dyslexic academics face. This involves reflecting on how academic structures may marginalise dyslexic thinkers and shifting away from practices that undervalue non-linear approaches to research.
- Connect relations: Dyslexic scholars must be integral contributors to academic research, not simply individuals requiring accommodation. Encouraging collaboration between neurodivergent and neurotypical academics, and building mentorship programmes where dyslexic academics can share their strengths, will foster a more inclusive research environment.
- Transform practices: Institutions must adopt flexible research practices that recognise dyslexic cognitive strengths. This might include embracing visual data mapping and non-linear frameworks that align with dyslexic researchers’ thinking styles.
Embedding these approaches into qualitative research
These shifts are crucial within qualitative research, where the ability to synthesise complex information and view data from multiple perspectives is vital. As a dyslexic academic, I’ve learned to embrace methods that play to my strengths – such as using voice recordings to capture thoughts before they slip away. Rather than relying on linear note-taking, which often leaves me stuck, I record my ideas as they come to me, allowing for more fluid and spontaneous thinking. This approach has helped me overcome the frustration of trying to fit my thought process into rigid academic formats.
Dyslexic scholars also tend to think in associative, big-picture ways, making them adept at connecting seemingly unrelated themes or ideas. This strength can bring unique insights to qualitative research, where patterns and broader narratives are key to understanding complex social phenomena. For example, while others may focus on the fine details of a single interview transcript, a dyslexic researcher might notice overarching trends across a series of interviews – spotting a common thread others miss. By encouraging these broader, non-linear approaches, institutions can foster a richer, more inclusive research environment.
Promoting cultural competency in academia
My research paper, “Appreciating dyslexic thinking in qualitative research: reflections and recommendations for culturally competent neuro-inclusive academia”, delves deeper into how cultural competency fosters environments where dyslexic academics can thrive. By reframing dyslexia as a cognitive asset, I argue that institutions can enhance the quality and depth of academic research. This approach is key to breaking down the neurotypical biases that currently dominate academia and creating a system that values all ways of thinking.
To support dyslexic scholars, institutions need to rethink how they define success in academia and to create spaces where diverse cognitive profiles can flourish. Dyslexic academics are not simply adapting to fit into academia. They offer vital new ways of engaging with knowledge that could transform the field.
Time for a paradigm shift – and a laugh
Higher education is at a turning point. While progress has been made in supporting neurodiverse students, dyslexic academics remain under-represented and undervalued in research spaces. By adopting cultural competency frameworks and embedding inclusive practices, universities can unlock the potential of dyslexic scholars and ensure they contribute fully to qualitative research.
And while this all sounds serious – and it is – let’s acknowledge that dyslexic academics often develop inventive workarounds. I’ve become a master at pretending I’m “thinking” during awkward silences in meetings when, really, I’m just trying to decode the last three sentences someone said. You smile, nod and hope your brain catches up before a question comes your way. Sometimes, creative improvisation leads to breakthroughs – something academia could use more of.
Rather than viewing dyslexia as a challenge, it’s time to recognise it as a strength. By rethinking how we support dyslexic academics, we can build a richer, more inclusive academic landscape for all.
Edward Ademolu is a lecturer in cultural competency education at King’s College London.
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