Description

The University of Edinburgh: Are you a neurodivergent adult aged 50 or older? Have you experienced challenges in work, leadership, or career progression due to systems not designed with your needs in mind?

We are currently looking for participants to take part in a research study exploring how older neurodivergent adults navigate employment, leadership, and life transitions. Despite growing awareness of neurodiversity, older adults remain vastly under-researched. This project aims to change that – by centering your experiences and making them visible to policymakers, employers, and advocacy organisations.

What’s Involved: A confidential, in-depth interview focused on your career journey, life transitions, and experiences in work, care, or leadership. You’ll have the opportunity to shape how your story is visualised and shared (anonymously), using accessible tools like timelines, journey maps, and interactive diagrams.

Who Can Take Part? We’re particularly interested in hearing from neurodivergent people (formally diagnosed or self-identifying) including those with: Dyslexia, Dyspraxia, ADHD, Autism or other forms of cognitive/sensory difference You do not need to be in paid work currently – your story matters whether you’re employed, retired, in unpaid care roles, or navigating transitions.

What Do You Get? As a thank you for your time and insight, each participant will receive a voucher for their contribution.

Why This Matters: The findings will be used to:
– Highlight structural barriers neurodivergent adults face later in life Inform employers and policymakers on how to design more inclusive systems
– Create interactive, accessible outputs that bring lived experience to life beyond academic reports.

If you’re interested in participating or want to learn more, please get in touch.

Researcher: Debora Gottardello [email protected]

Description

University of Greenwich: I am a PhD researcher at the University of Greenwich and a dyslexic adult learner. This study explores how students like us experience higher education, especially when using assistive technologies and AI tools to support memory, learning, and confidence. Participants are invited to complete a short, anonymous survey about their learning experiences, including any challenges with memory and the support they have received. There is also an option to express interest in a follow-up interview or focus group, but this is completely voluntary. The aim is to better understand how these tools are helping dyslexic students in real academic settings, and how they could be improved to meet our needs more effectively. The survey is open to anyone in the UK who identifies as dyslexic and is currently studying, or has studied, a college or university-level course.

Although there is no financial incentive, this research offers participants the opportunity to contribute their voice to a project focused on improving future support and understanding of dyslexic learning experiences in higher education.

Contact: Ayo Bamgbose [email protected]

Description

The University of Edinburgh: The aim of this study is to investigate how children with dyslexia learn words in a new language compared to their neurotypical peers, and whether certain abilities are more affected than others, such as comprehension versus production. I am looking to recruit schoolchildren in P7 to participate in a 30-minute session completing child-friendly picture-based tasks.
Participants will receive £8 for a 30-minute session. Email [email protected] to take part.