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University level design education represents a paradoxical environment in relation to neurodiversity. Atleast one fifth of design students are likely to have one or more conditions considered as neurodivergent. Design methodology and research evolve towards care, inclusion and social innovation issues, suggesting growing awareness/sensitivity to neurodivergence. Design is increasingly computing and new technologies based, domains where neurodivergence is sometimes seen as a super-power. But many areas within design cannot yet be considered diverse. And the industry, but also educational institutions, continue to accept a culture of competition, of the “crunch” in game design, of the “charette” (intense work moments) in design/architecture among others, leading to high levels of stress and physical/psychological discomfort. This study considers the eco-system surrounding neurodiversity in a medium sized European design school actively working to improve the experience for their students. Areas for improvement are considered valuable for the whole student population. The research is based on indepth interviews with a wide variety of stakeholders (including students) in the eco-system affecting the experience of, and care given to, neurodivergent students. This case study also includes input from related eco-systems such as health-care and other educational institutions. Amongst our findings, issues surrounding external, part-time tutors in design education represent a key action area. This group of teaching staff bring appreciated direct input from industry and design professions and could be valuable for diversity representation within design education, but may also have very different levels of sensitivity to, and knowledge of neurodiversity, affecting student learning experiences and well-being.

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