Beyond voice: Re-imagining student engagement through a co-created project led by an autistic student
Keywords:
Student Voice, Co-creation, Equity, Diversity, Inclusion, Admission Interviews, Interview Process, Neurodivergence, Autism, Inclusive Education, Lived Experience, Institutional ChangeAbstract
Student voice is widely regarded as central to student engagement initiatives in higher education. However, engagement is often measured through feedback mechanisms and committee participation, which can inadvertently marginalise students whose communication styles differ from institutional expectations. For neurodivergent students, including those who are autistic, traditional indicators of engagement may not align with their ways of processing or expressing ideas. As a result, their contributions may be misunderstood or overlooked. In response to these limitations, this article examines a co-created project led by an autistic postgraduate student to redesign a university’s postgraduate intake interview process for greater inclusivity. Key outcomes included revised interview procedures, staff training, and a guidance leaflet now used by academic courses. Drawing on this example, the article explores a relational model of engagement centred on lived experience, shared decision-making, and recognition of diverse contributions. It demonstrates how autistic student-led initiatives can not only reshape institutional practices but also reimagine engagement as a collaborative process of inclusion and structural change.
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