Specialist support and training for late-diagnosed autistic and ADHD adults to discover their path in life and higher education.
No one told you sooner. We created this for you.
You probably feel that college supports weren’t built for someone like you.
Most university support systems were designed around school-leavers who were identified as neurodivergent in childhood. The forms, assessments and “reasonable accommodations” often assume you’ve had years to understand your profile, advocate for yourself, and fit neatly into existing categories.
If you were diagnosed later in life, you are juggling study with work, family, care responsibilities, or a career you have already built. You have skills, experience and autonomy but you may not yet have language, tools or environments that recognise how your brain actually works.
That means you often don’t fit the standard mould, and most institutions aren’t set up for that yet. Generic study skills, brief awareness sessions, or box-ticking processes miss what’s actually going on can leave you feeling more misunderstood, not less.
Two groups. One shared goal; higher education that actually works for neurodivergent adults.
Late-diagnosed adult students
You might be entering higher education for the first time, returning after time away, or already juggling courses, work, and life. You may have a recent diagnosis, or be questioning whether you’re autistic, ADHD, AuDHD, or otherwise neurodivergent.
We help you make sense of how your neurodivergence shows up in study, research, deadlines, sensory environments, communication, and institutional processes, working with you to create approaches that actually work.
Higher education staff and institutions
We work with disability and access services, equality offices, academic departments and individual staff who want to move beyond generic awareness towards meaningful support for late-diagnosed neurodivergent adults.
This includes developing practices around disclosure, flexibility, communication, assessment, and everyday interactions so that your policies, procedures and culture are aligned with what this group actually experiences.
Two ways we work
Individual support
1:1 mentoring that starts from your lived reality, not a checklist. We look at how you learn, work, rest, communicate and cope, building supports around that.
Post-diagnosis support to help you process what this new language means for you, and how to navigate college systems with it. We also offer pre-assessment guidance if you’re considering an assessment and want space to think it through first.
Institutional training
Workshops and input for staff that centre late-diagnosed adults, grounded in current research and lived experience. This isn’t a generic “introduction to neurodiversity” session.
We partner with you on awareness sessions, staff development, and policy and practice advisory so that what you offer is practical, respectful, and sustainable for both students and staff.
Support that actually gets it.
Neurodivergent-led
INSIGHT was founded by Michelle Kenny, a neurodivergent academic and practitioner. Your experiences are not being interpreted from the outside.
Grounded in research
Michelle is a PhD candidate at Lancaster University, focusing on neurodivergent experiences in higher education. Our work is informed by current research, not outdated assumptions.
Not generic awareness
We focus on the specific realities of late-diagnosed adults in college settings: masking, burnout, identity shifts, power dynamics, and the often invisible labour of getting through each day.
Consistent and ongoing
Change doesn’t happen in a single session. We focus on building ongoing relationships with students and institutions, so that insight turns into practice over time.
Ready to find out more?
No pressure and or judgement, just a straightforward conversation about where you are and how we might help.
INSIGHT Neurodivergent Minds 