NMH Support Manual: Working with Autistic and ADHD Students in Higher Education

1. Purpose of this Manual

This manual is designed to help NMH (Non Medical Helpers) support workers provide effective, inclusive, and empowering support to students with Autism and ADHD in universities and colleges.
It outlines key characteristics, common challenges, and evidence-based strategies — while maintaining a strengths-based, non-judgmental approach.

2. Key Principles

Neurodiversity-affirming – Respect differences in thinking, communication, and behaviour. These are variations, not deficits.
Person-centred – Every student’s experience is unique. Listen and adapt.
Empowerment over dependency – Build confidence and self-advocacy rather than doing tasks for the student.
Predictability and structure – Reduce anxiety by keeping routines and clear expectations.
Collaboration – Work alongside academic staff, disability teams, and mental health services when appropriate.

3. Understanding Autism and ADHD

Autism Spectrum

Autistic students may experience:

Differences in social communication and interpreting non-verbal cues.
Strong need for predictability and difficulty with sudden change.
Sensory sensitivities (noise, light, textures, temperature).
Deep focus on specific interests or areas of expertise.
Differences in processing speed and social timing.

ADHD

ADHD students may experience:

Difficulties with attention regulation (both inattention and hyperfocus).
Impulsivity — speaking before thinking, emotional outbursts.
Hyperactivity — physical restlessness, difficulty sitting still.
Executive function challenges — managing time, planning, prioritising, and organisation.
Emotional intensity and rejection sensitivity.

Both groups often experience anxiety, burnout, and social misunderstanding, particularly in environments not designed for neurodivergent needs.

4. Common Challenges in Higher Education

Area	Possible Difficulties	Example NMH Support
Time Management	Losing track of deadlines, procrastination, hyperfocus on one task	Break tasks into smaller steps, use visual planners and reminders
Organisation	Misplacing work, cluttered folders, difficulty starting	Create consistent filing systems, use digital tools
Social Interaction	Group work, class discussions, misreading tone	Role-play scenarios, discuss strategies for managing group dynamics
Sensory Environment	Bright lights, noise, crowded areas	Identify quieter study spaces, use noise-cancelling aids
Emotional Regulation	Feeling overwhelmed or frustrated easily	Support emotional check-ins, teach grounding or pause techniques
Executive Function	Planning, prioritising, switching focus	Use templates, routines, and scaffolding to support sequencing tasks

5. Support Strategies

A. Communication

Use clear, literal language; avoid idioms and ambiguity.
Allow processing time — silence is not avoidance.
Ask direct, respectful questions like:
“Would you like me to explain that another way?”
“Do you want to plan this together step-by-step?”
Avoid overwhelming the student with multiple instructions at once.

B. Structure and Planning

Start each session with a brief agenda (written or verbal).
End with a summary of agreed actions.
Use visual schedules, to-do lists, and colour coding to support memory.
Encourage consistent study times and designated workspaces.

C. Sensory and Environmental Support

Help students identify what environments they work best in.
Suggest noise-cancelling headphones, breaks, or adjusted lighting where possible.
Encourage short movement breaks to manage hyperactivity and maintain focus.

D. Emotional and Social Support

Validate feelings — avoid minimising distress.
Explore social scripts or safe topics for conversation if desired.
Support in problem-solving social misunderstandings with peers or tutors.
Help develop self-advocacy skills — how to explain needs clearly and confidently.

E. Academic Support

Guide the student to interpret assignment briefs and marking criteria.
Support planning essays or reports using templates or mind maps.
Help break down reading into smaller, digestible sections.
Encourage reflection on progress, not perfection.

6. Building Independence

Encourage the use of digital tools (e.g., Notion, Google Calendar, Trello).
Teach task breakdown and micro-goal setting.
Praise progress and effort — build confidence through small wins.
Support self-awareness by helping students notice patterns (e.g., when they focus best).

7. Boundaries and Professionalism

Keep sessions focused on agreed goals.
Maintain confidentiality at all times.
Avoid taking on a therapeutic role unless qualified — refer emotional distress to appropriate services.
Model respectful communication and calm responses, especially during emotional dysregulation.

8. Working with Academic and Support Staff

Encourage the student to communicate needs with lecturers or disability advisers.
When appropriate, collaborate with staff to discuss reasonable adjustments, such as:
- Flexible deadlines
- Quiet exam spaces
- Recorded lectures
- Clear written instructions

9. Reflective Practice for NMH

Keep brief session notes (objective, factual).
Reflect after sessions: What worked? What could be adjusted?
Engage in ongoing training about autism, ADHD, trauma-informed education, and inclusive pedagogy.
Seek supervision or peer discussion if unsure how to handle a situation.

10. Quick Reference: NMH Checklist

✅ Start each session with goals and structure
✅ Use simple, direct language
✅ Check understanding before moving on
✅ Support emotional regulation and pacing
✅ Break large tasks into smaller, achievable steps
✅ Encourage independence and confidence
✅ End sessions with an action summary

11. Main points.

Neurodivergent students often thrive with clarity, predictability, and genuine respect for their ways of thinking.
Your role as an NMH is to bridge gaps, reduce stress, and empower students to succeed as their authentic selves.