Neurodiversity in Graduate Research Training

Neurodivergence, Neurodiversity, and Research Training: Rethinking Graduate Education

Published by: Emerald Publishing
Category: Call for Papers
Submission Deadline: 30 September 2026

Overview

Emerald Publishing has announced an important Call for Papers focusing on Neurodivergence, Neurodiversity, and Research Training: Rethinking Graduate Education. This initiative invites researchers, educators, scholars, and practitioners to contribute scholarly work exploring how graduate education systems can be redesigned to better support neurodivergent individuals in academic research environments.

The call emphasizes the need for inclusive research training frameworks that recognize the diverse cognitive profiles of graduate students and researchers. By rethinking traditional academic models, institutions can create more accessible and supportive pathways for neurodivergent scholars.

About the Theme

Neurodiversity highlights the natural variation in human cognition and neurological functioning. Conditions such as autism, ADHD, dyslexia, and other neurodevelopmental differences are increasingly recognized as part of this diversity rather than deficits.

However, graduate education and research training structures are often built on rigid systems that may unintentionally exclude or disadvantage neurodivergent individuals. This special issue aims to explore how academic institutions can transform research training practices to be more inclusive and equitable.

Key Topics of Interest

Submissions may address, but are not limited to, the following areas:

• Inclusive research training models for neurodivergent scholars

• Structural barriers faced by neurodivergent graduate students

• Mentorship and supervision strategies for neurodiverse researchers

• Institutional policies supporting neurodiversity in higher education

• Accessibility and accommodations in graduate research programs

• Intersectionality in neurodivergence and academic research environments

• Innovations in teaching, assessment, and supervision methods

• Case studies highlighting successful inclusive research practices

Why This Topic Matters

As universities aim to build more inclusive academic communities, recognizing and supporting neurodivergent researchers becomes essential. Neurodivergent individuals often bring unique perspectives, creativity, and analytical strengths that can enrich academic inquiry and innovation.

This call for papers seeks to promote dialogue on rethinking traditional graduate education structures, ensuring that research training environments enable all scholars to thrive.

Who Should Submit

Submissions are encouraged from:

• Academic researchers

• Graduate educators

• Policy experts in higher education

• Neurodiversity scholars

• Practitioners working in research training and supervision

• Interdisciplinary researchers studying inclusion in academia

Both empirical studies and conceptual papers are welcome.

Submission Deadline

The final date for submission is 30 September 2026. Authors are encouraged to prepare and submit their manuscripts well in advance to ensure consideration.

This initiative aims to contribute to a growing body of scholarship that challenges traditional academic norms and promotes inclusive research cultures. By sharing evidence-based insights and practical strategies, contributors can help shape the future of graduate education to better support neurodivergent scholars worldwide

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