A Qualitative Exploration of Neurodivergent Student Experiences in Undergraduate and Graduate Physics Programs

Neurodivergent students remain a largely underexamined group within physics education. These students may face distinctive challenges arising from the cognitive demands of learning physics and departmental cultures that may not align with their learning and communication styles. To better understand these experiences, we are conducting interviews with physics graduate students who identify as neurodivergent. We explore the supports and barriers they encountered in both undergraduate and graduate programs, and how these factors influence their persistence and success in physics. Insights from this work will inform strategies for physics departments to create more inclusive learning environments that better support neurodivergent physicists.