• Clarity and transparency from the start
  • Syllabus available from day one: Providing clear grading rules, deadlines, and class topics in advance is a major green flag. It allows for planning cognitive resources ahead of time.
  • Accessibility statement: A lecturer who says at the first meeting: "If you need different forms of materials or specific accommodations, I invite you to consult me - we'll find a solution", builds instant trust.
• Normalizing supporting tools
  • Accepting fidgets and headphones: A green flag is the absence of negative comments when a student uses fidget items, wears noise-cancelling headphones, a hoodie, or sunglasses. It demonstrates an understanding of self-regulation needs.
  • Sharing notes/slides: Independently publishing lecture materials before or after class helps individuals with concentration difficulties (ADHD) or auditory processing challenges.
• Inclusive communication
  • Using precise language: Instead of saying "soon", the lecturer says "by Friday at 3:00 PM". This removes the burden of guessing from neurodiverse individuals.
  • Confirming agreements in writing: A person who after a conversation says: "I'll send you these steps by email so nothing gets missed", demonstrates the highest level of support for executive functions.
• Respect for individual work styles
  • Confirming agreements in writing: A person who after a conversation says: "I'll send you these steps by email so nothing gets missed", demonstrates the highest level of support for executive functions.
  • Ability to choose the form of expression: Allowing questions to be asked via chat during remote classes or by email (rather than only publicly in a forum) is a great relief for individuals with social anxiety.
  • Alternative forms of assessment: Consider swapping an oral exam for a written one (or vice versa) if social anxiety or verbal communication difficulties prevent the student from demonstrating their full knowledge.
• Responding to sensory needs
  • Being aware of the environment: A lecturer who asks: "Is that light flickering too much?" or "Is the noise from outside bothering you?", shows awareness of sensory barriers.
  • Allowing breaks: Accepting that someone needs to step out of the room for a moment to "decompress" from sensory overload, without consequences or sarcastic comments.

• Written confirmation of arrangements: After a conversation at the dean's office, send a brief summary by email or write it on a piece of paper: "What to bring, by when, and to whom". This helps a person with planning (executive function) difficulties not miss any step.
• Communication without "reading between the lines": Be direct about procedures. Instead of "Please come when you're ready", say "Please come with the completed form on Tuesday between 10:00 and 12:00".
• Managing queues and noise: A crowded, noisy corridor outside the dean's office can lead to sensory overload. If you see a student is very distressed, try to invite them inside or schedule a specific appointment time.
• Empathy instead of judgment: If a student seems "brusque", avoids eye contact, or speaks in a very monotone voice, remember that these may be traits of neurodiversity, not a lack of manners.
• Plain language in documents: Use bullet points and bold text in instructions posted on information boards.

• Inclusive group work: During team projects, establish a clear division of roles. Don't leave vague expectations like "someone will do it". Ask directly: "Do you want to handle the graphics part, or data collection?".
• Respecting sensory boundaries: If your classmate is wearing noise-cancelling headphones during a break, it doesn't mean they dislike you. They probably need a moment to "decompress" from the excess auditory stimuli from the lecture.
• Clear social invitations: Instead of a vague "we should grab coffee sometime", suggest: "We're going to the SKS on Thursday at 3:00 PM, do you want to join?". This removes the stress of having to guess intentions for the neurodiverse person.
• Support with notes: For individuals with ADHD, taking notes while simultaneously listening can be impossible. Sharing your notes with them can be crucial support for passing a course.
• Responding to exclusion: During parties or student club meetings, make sure that people standing a little off to the side also have a chance to contribute, but don't force them into public presentations if you can see it makes them uncomfortable.

Instead of only describing the problem, present a ready package of information. People usually want to help but don't know how.

Remember that you are not obliged to share medical documentation with every lecturer. You can communicate functional needs.

• Instead of saying: "I am on the autism spectrum", you can say: "I interpret messages very literally. I would appreciate precise project guidelines, preferably in bullet point form".
• This is a professional approach that focuses on work effectiveness rather than your privacy.

Friction often arises in student groups due to things left unsaid. Set the rules right from the start:

• The "Clear Channel" rule: "Guys, information in written form reaches me best. Can we agree that all key decisions go on Messenger so nothing slips past me in the noise of conversation?".
• Sensory boundaries: "During group study I'll be sitting with noise-cancelling headphones on. It doesn't mean I'm ignoring you - I just think better that way".

If face-to-face conversation is stressful for you (which is common with neurodiversity), communicate in writing. You then have time to think through every word.

• Tip: After every important verbal conversation (e.g. at the dean's office), send an email:
  "Good day, following our conversation today I understand that... Have I understood these steps correctly?"

  This is your "safety net" in case of a memory gap or misunderstanding.

• Use the sample emails for various occasions. Below are a few examples to use in different situations.