New York, NY –Counslr, a leading B2B mental health and wellness platform, announced today that it has expanded its footprint into the State of Texas starting with a partnership with Colorado Independent School District (ISD) in Colorado City, TX. This partnership will empower students and staff to prioritize their mental health by enabling them to access unlimited live texting sessions with Counslr’s licensed and vetted mental health support professionals, who are available on-demand, 24/7/365 and also utilize the app’s robust and curated wellness resources. By increasing accessibility to Counslr’s round-the-clock support, Colorado ISD aims to empower those silent sufferers who previously did not or could not access care, whether due to cost, inconvenience, or stigma.
Texas is facing a critical mental health care crisis, with over 95% of its counties officially designated as Mental Health Professional Shortage Areas. This alarming statistic underscores the severe lack of access to mental health services across the state, particularly in rural, border, and frontier communities. This resource scarcity underscores the urgent need for additional resources and innovative solutions to bridge this critical care gap for school communities.
“We’re excited to partner with Counslr to bring innovative, accessible mental health resources to our school community,” said Alison Alvarez, Family and Community Engagement Coordinator, of Colorado ISD. “This partnership empowers our 6-12 grade students and staff with the support they need to thrive—both in and out of the classroom.”
As factors such as academic pressures, social media influence, burnout and world events contribute to an increase in mental health challenges for young people, schools throughout the country are recognizing the growing need to offer more accessible, prevention-focused resources. A recent study found that digital mental health apps like Counslr can play an important role in expanding access to mental health support, especially for school communities. Most users turned to Counslr through on-demand sessions, showing just how valuable it is to have someone available in the moment when support is needed most. Interestingly, more than 80% of sessions happened between 7 PM and 5 AM, a time when traditional counseling services are usually unavailable. This suggests that Counslr helps fill a critical gap, offering students and school community members a reliable way to talk to licensed counselors around the clock. The app was also used for a wide range of concerns, highlighting its potential to meet diverse mental health needs through both immediate and scheduled support.
“As we expand across the country, we’re proud to partner with new school communities to ensure that every student, regardless of location or background, has access to the mental health support they deserve,” said Josh Liss, Counslr CEO. Adding that, “With most of Counslr’s users being first-time care seekers, we’re excited to help reach those traditionally unreachable, who need help but do not or cannot access it, no matter where they are located.”
ABOUT COUNSLR
Counslr is a text-based mental health support application that provides unlimited access to robust wellness resources and live texting sessions with licensed professionals, 24/7/365. Users can access support on-demand within two minutes of opening the app, or by scheduled appointment. Through real-time texting, users enjoy one-on-one, private communication with a licensed counselor that can be conducted anytime, anywhere. Counslr was designed to help individuals deal with life’s day-to-day issues, empowering individuals to address concerns while they are “small” to help ensure that they stay “small”. Counslr partners with organizations of all shapes and sizes (companies, unions, nonprofits, universities/colleges, high schools, etc) so that these entities can provide Counslr’s services to their employees/members/students at no direct cost. For more information, please visit www.counslr.com.
eSchool Media staff cover education technology in all its aspects–from legislation and litigation, to best practices, to lessons learned and new products. First published in March of 1998 as a monthly print and digital newspaper, eSchool Media provides the news and information necessary to help K-20 decision-makers successfully use technology and innovation to transform schools and colleges and achieve their educational goals.
Going to university was always my dream. I knew from a young age it was the only way to make a better life for myself. Despite growing up in foster care, I was determined to work hard to achieve that dream.
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Recently, some colleagues and I released a paper about the experiences of neurodivergent PhD students. It’s a systematic review of the literature to date, which is currently under review, but available via pre-print here.
But reading each and every paper published about neurodivergent PhD students provoked strong feelings of rage and frustration. (These feelings only increased, with a tinge of fear added in, when I read of plans for the US health department to make a ‘list’ of autistic people?! Reading what is going on there is frankly terrifying – solidarity to all.) We all know what needs to be done to make research degrees more accessible. Make expectations explicit. Create flexible policies. Value diverse thinking styles. Implement Universal Design Principles… These suggestions appear in report after report, I’ve ranted on the blog here and here, yet real change remains frustratingly elusive. So why don’t these great ideas become reality? Here’s some thoughts on barriers that keep neurodivergent-friendly changes from taking hold.
The myth of meritocracy
Academia clings to the fiction that the current system rewards pure intellectual merit. Acknowledging the need for accessibility requires admitting that the playing field isn’t level. Many senior academics succeeded in the current system and genuinely believe “if I could do it, anyone can… if they work hard enough”. They are either 1) failing to recognise their neurotypical privilege, or 2) not acknowledging the cost of masking their own neurodivergence (I’ll get to this in a moment).
I’ve talked to many academics about things we could do – like getting rid of the dissertation – but too many of us are secretly proud of our own trauma. The harshness of the PhD has been compared to a badge of honour that we wear proudly – and expect others to earn.
Resource scarcity (real and perceived)
Universities often respond to suggestions about increased accessibility measures with budget concerns. The vibe is often: “We’d love to offer more support, but who will pay for it?”. However, many accommodations (like flexible deadlines or allowing students to work remotely) cost little, or even nothing. Frequently, the real issue isn’t resources but priorities of the powerful. There’s no denying universities (in Australia, and elsewhere) are often cash strapped. The academic hunger games are real. However, in the fight for resources, power dynamics dictate who gets fed and who goes without.
I wish we would just be honest about our choices – some people in universities still have huge travel budgets. The catering at some events is still pretty good. Some people seem to avoid every hiring freeze. There are consistent patterns in how resources are distributed. It’s the gaslighting that makes me angry. If we really want to, we can do most things. We have to want to do something about this.
Administrative inertia
Changing established processes in a university is like turning a battleship with a canoe paddle. Approval pathways are long and winding. For example, altering a single line in the research award rules at ANU requires approval from parliament (yes – the politicians actually have to get together and vote. Luckily we are not as dysfunctional in Australia as other places… yet). By the time a solution is implemented, the student who needed it has likely graduated – or dropped out. This creates a vicious cycle where the support staff, who see multiple generations of students suffer the same way, can get burned out and stop pushing for change.
The individualisation of disability
Universities tend to treat neurodivergence as an individual problem requiring individual accommodations rather than recognising systemic barriers. This puts the burden on students to disclose, request support, and advocate for themselves – precisely the executive function and communication challenges many neurodivergent students struggle with.
It’s akin to building a university with only stairs, then offering individual students a piggyback ride instead of installing ramps. I’ve met plenty of people who simply get so exhausted they don’t bother applying for the accommodations they desperately need, and then end up dropping out anyway.
Fear of lowering ‘standards’
Perhaps the most insidious barrier is the mistaken belief that accommodations somehow “lower standards.” I’ve heard academics worrying that flexible deadlines will “give some students an unfair advantage” or that making expectations explicit somehow “spoon-feeds” students.
The fear of “lowering standards” becomes even more puzzling when you look at how PhD requirements have inflated over time. Anyone who’s spent time in university archives knows that doctoral standards aren’t fixed – they’re constantly evolving. Pull a dissertation from the 1950s or 60s off the shelf and you’ll likely find something remarkably slim compared to today’s tomes. Many were essentially extended literature reviews with modest empirical components. Today, we expect multiple studies, theoretical innovations, methodological sophistication, and immediate publishability – all while completing within strict time limits on ever-shrinking funding.
The standards haven’t just increased; they’ve multiplied. So when universities resist accommodations that might “compromise standards,” we should ask: which era’s standards are we protecting? Certainly not the ones under which most people supervising today had to meet. The irony is that by making the PhD more accessible to neurodivergent thinkers, we might actually be raising standards – allowing truly innovative minds to contribute rather than filtering them out through irrelevant barriers like arbitrary deadlines or neurotypical communication expectations. The real threat to academic standards isn’t accommodation – it’s the loss of brilliant, unconventional thinkers who could push knowledge boundaries in ways we haven’t yet imagined.
Unexamined neurodiversity among supervisors
Perhaps one of the most overlooked barriers is that many supervisors are themselves neurodivergent but don’t recognise it or acknowledge what’s going on with them! In fact, since starting this research, I’ve formed a private view that you almost can’t succeed in this profession without at least a little neurospicey.
Academia tends to attract deep thinkers with intense focus on specific topics – traits often associated with autism (‘special interests’ anyone?). The contemporary university is constantly in crisis, which some people with ADHD can find provides the stimulation they need to get things done! Yet many supervisors have succeeded through decades of masking and compensating, often at great personal cost.
The problem is not the neurodivergence or the supervisor – it’s how the unexamined neurodivergence becomes embedded in practice, underpinned by an expectation that their students should function exactly as they do, complete with the same struggles they’ve internalised as “normal.”
I want to hold on to this idea for a moment, because maybe you recognise some of these supervisors:
The Hyperfocuser: Expects students to match their pattern of intense, extended work sessions. This supervisor regularly works through weekends on research “when inspiration strikes,” sending emails at 2am and expecting quick responses. They struggle to understand when students need breaks or maintain strict work boundaries, viewing it as “lack of passion.” Conveniently, they have ignored those couple of episodes of burn out, never considering their own work pattern might reflect ADHD or autistic hyper-focus, rather than superior work ethic.
The Process Pedant: Requires students to submit written work in highly specific formats with rigid attachment to particular reference styles, document formatting, and organisational structures. Gets disproportionately distressed by minor variations from their preferred system, focusing on these details over content, such that their feedback primarily addresses structural issues rather than ideas. I get more complaints about this than almost any other kind of supervision style – it’s so demoralising to be constantly corrected and not have someone genuinely engage with your work.
The Talker: Excels in spontaneous verbal feedback but rarely provides written comments. Expects students to take notes during rapid-fire conversational feedback, remembering all key points. They tend to tell you to do the same thing over and over, or forget what they have said and recommend something completely different next time. Can get mad when questioned over inconsistencies – suggesting you have a problem with listening. This supervisor never considers that their preference for verbal communication might reflect their own neurodivergent processing style, which isn’t universal. Couple this with a poor memory and the frustration of students reaches critical. (I confess, being a Talker is definitely my weakness as a supervisor – I warn my students in advance and make an effort to be open to criticism about it!).
The Context-Switching Avoider: Schedules all student meetings on a single day of the week, keeping other days “sacred” for uninterrupted research. Becomes noticeably agitated when asked to accommodate a meeting outside this structure, even for urgent matters. Instead of recognising their own need for predictable routines and difficulty with transitions (common in many forms of neurodivergence), they frame this as “proper time management” that students should always emulate. Students who have caring responsibilities suffer the most with this kind of inflexible relationship.
The Novelty-Chaser: Constantly introduces new theories, methodologies, or research directions in supervision meetings. Gets visibly excited about fresh perspectives and encourages students to incorporate them into already-developed projects. May send students a stream of articles or ideas completely tangential to their core research, expecting them to pivot accordingly. Never recognises that their difficulty maintaining focus on a single pathway to completion might reflect ADHD-related novelty-seeking. Students learn either 1) to chase butterflies and make little progress or 2) to nod politely at new suggestions while quietly continuing on their original track. The first kind of reaction can lead to a dangerous lack of progress, the second reaction can lead to real friction because, from the supervisor’s point of view, the student ‘never listens’. NO one is happy in these set ups, believe me.
The Theoretical Purist: Has devoted their career to a particular theoretical framework or methodology and expects all their students to work strictly within these boundaries. Dismisses alternative approaches as “methodologically unsound” or “lacking theoretical rigour” without substantive engagement. Becomes noticeably uncomfortable when students bring in cross-disciplinary perspectives, responding with increasingly rigid defences of their preferred approach. Fails to recognise their intense attachment to specific knowledge systems and resistance to integrating new perspectives may reflect autistic patterns of specialised interests, or even difficulty with cognitive flexibility. Students learn to frame all their ideas within the supervisor’s preferred language, even when doing so limits their research potential.
Now that I know what I am looking for, I see these supervisory dynamics ALL THE TIME. Add in whatever dash of neuro-spiciness is going on with you and all kinds of misunderstandings and hurt feelings result … Again – the problem is not the neurodivergence of any one person – it’s the lack of self reflection, coupled with the power dynamics that can make things toxic.
These barriers aren’t insurmountable, but honestly, after decades in this profession, I’m not holding my breath for institutional enlightenment. Universities move at the pace of bureaucracy after all.
So what do we do? If you’re neurodivergent, find your people – that informal network who “get it” will save your sanity more than any official university policy. If you’re a supervisor, maybe take a good hard look at your own quirky work habits before deciding your student is “difficult.” And if you’re in university management, please, for the love of research, let’s work on not making neurodivergent students jump through flaming bureaucratic hoops to get basic support.
The PhD doesn’t need to be a traumatic hazing ritual we inflict because “that’s how it was in my day.” It’s 2025. Time to admit that diverse brains make for better research. And for goodness sake, don’t put anyone on a damn list, ok?
AI disclaimer: This post was developed with Claude from Anthropic because I’m so busy with the burning trash fire that is 2025 it would not have happened otherwise. I provided the concept, core ideas, detailed content, and personal viewpoint while Claude helped organise and refine the text. We iteratively revised the content together to ensure it maintained my voice and perspective. The final post represents my authentic thoughts and experiences, with Claude serving as an editorial assistant and sounding board.
This blog was first published on Inger Mewburn’s legendary website The Thesis Whisperer on 1 May 2025. It is reproduced with permission here.
Professor Inger Mewburn is the Director of Researcher Development at The Australian National University where she oversees professional development workshops and programs for all ANU researchers. Aside from creating new posts on the Thesis Whisperer blog (www.thesiswhisperer.com), she writes scholarly papers and books about research education, with a special interest in post PhD employability, research communications and neurodivergence.
Preparing the next generation of graduates in a 21st-century, diverse, and international classroom requires a pedagogical shift to recalibrate one’s practice. A faculty vision of inclusive pedagogy informed by equity and social justice transcends bias and makes diversity functional and beneficial to all students. Creating a classroom in the service of social justice (The Metropolitan Center for Urban Education, 2008) requires a profound understanding of the impact of human diversity on teaching and learning (Cushner et al., 2024). Enacting equity pedagogy as an essential component of multicultural education (Banks & Banks, 1995) requires instructors to become change agents. It is important to understand inclusive pedagogies as practices where we discern the nuance between general multicultural education or culturally responsive pedagogy and inclusive practices that specifically address the ability/disability continuum and the health dimension. In this article, we will examine ability/disability as a characteristic of human diversity in education as illustrated by Cushner et al. (2024) in their diversity framework. Approaches to creating an inclusive classroom are presented.
Start here…
Adopt an asset-based approach for all students.
Recognize that disability is often defined by the environment in which an individual exists.
Ensure you are not making ableist statements that reinforce stereotypes (ex: “turn a blind eye,” “fall on deaf ears;” using phobia to mean discrimination, ie “transphobia”).
Avoid negative descriptions of disability (ex: “suffers from a condition,” “confined/bound to a wheelchair”).
Use person-first language rather than deficit-first language (ex: “student with a learning disability,” not “learning disabled student”), unless an individual discloses that they prefer to use identity-first language (for example: some individuals on the autism spectrum may prefer to call themselves “autistic” rather than “a person with autism”; someone may identify as part of the Deafcommunity). Refer to people how they refer to themselves.
Realize that impact matters, regardless of intention.
Assume that students are capable and possess knowledge and skills.
Support colleagues with disabilities.
Tell a colleague that you are committing to the work of becoming a more inclusive educator. When they ask what this means, share these suggestions!
Beginning
Add literature/resources from neurodivergent, disabled, and diverse authors to assigned course readings and class activities.
Replace and/or supplement outdated readings.
Provide electronic files of reading, resources, presentations, and other materials.
Provide multiple sources and access points for assignment requirements and expectations (written descriptions, presentations, instructional videos, examples, rubrics).
Be open and welcome student questions.
Understand that all behavior is a function or indicative of something else; ask if students need support rather than punish them.
Update course syllabi to include statements from the campus disability/accommodations resource office, a statement on academic diversity, religious observant policies, and campus mental health resources.
Create community guidelines for discussions that include intention and impact/anti-bias language.
Immediately address ableist/biased remarks in the classroom through discussion.
Update course syllabi to include a statement of classroom environment that encourages regard for others and respects free speech while not tolerating hate speech.
When presenting a visual/image, also provide a description of the image (alt text).
Provide Closed Captioning on posted videos (lectures, resources, etc.).
Incorporate the impact of and perspectives of groups of diverse abilities in policies of the past and present.
Encourage students (and ourselves as faculty) to analyze research and articles to ensure they represent the perspectives of marginalized groups; follow up with questioning why and providing additional resources to promote self-advocacy.
Revise course syllabi to include Student Learning Objectives, Essential Questions, and Course Descriptions related to self-reflection/advocacy/inclusion/preparing students to be agents of change.
Examine course syllabi to make sure policies (late work, absence, participation grades, etc.) do not indirectly or directly target students with disabilities OR demonstrate bias toward neurotypical students (for example: a “cameras on” video policy in an online course may disproportionately punish students who require accommodations or have diverse learning needs; deductions for late work may punish students who need flexibility due to medical or mental health needs; requiring students to disclose personal details in order to receive extensions or incompletes disrespects students’ privacy of health and disability needs)
Be willing to adjust your expectations through flexibility.
Re-examine assignments and assessments for bias and exclusionary practices.
Consider changing assessments from high-stakes timed tests to projects, homework, open-note/open-book take-home tests.
Ask a colleague to audit your syllabi for readings/topics/policies as listed here.
Collaborate with colleagues in accessibility services to better understand and integrate the services and supports available.
Discuss the need to broaden participation and opportunities for people with disabilities in your department/college.
Examine courses to make sure provided resources are organized and labeled clearly.
Advanced, all the previous steps plus…
Advocate for (or lead!) professional development opportunities on inclusion.
Participate in on- and off-campus events that promote disability acceptance and inclusive practices.
Inform students of community opportunities they can take part in promoting disability acceptance or inclusive practices.
Model examination/reflection on your own privilege (if neurotypical and able-bodied) or experience as a person with(out) a disability.
Consider multimodal access to course participation (for example, HyFlex courses have in-person, video and asynchronous options for all students).
Ask a colleague to informally observe your teaching and provide constructive feedback on your work of being an inclusive teacher.
Invite guest speakers with disabilities to speak with your students about their experiences.
Collaborate with an ADA coordinator to educate students and colleagues about accessibility on your campus.
Collaborate with administrators and faculty who may be working toward DEI or inclusion initiatives on your campus.
Seek input from resources such as the Association of University Centers on Disabilities (AUCD) and Think College for postsecondary education program guidance for individuals with disabilities.
We believe that the responsibility of anti-oppressive work in higher education belongs to all and that making education accessible for individuals with disabilities advances freedom for all groups of people. These universally designed teaching practices, while necessary to increase access for individuals with disabilities, are beneficial for all individuals, regardless of identity status. Thank you for your work towards broadening access to higher education!
Laura N. Sarchet is an autistic self-advocate and Assistant Professor of Special Education at Niagara University who uses her experience as a neurodivergent person to raise awareness about autism and disability through research and practice.
Haoua M. Hamza is an associate professor in the Middle and Adolescence Education Department in the College of Education.
Rachel Bailey Jones, Professor of Education at Nazareth University, focuses their research and teaching on working for educational justice for LGBTQ+ students through an intersectional lens.
Jennifer E. Hartman is an Instructor-ABD in the Special Education Department at Niagara University.
Dennis P. Garland, Ph. D. is Associate Professor and Chair of the Special Education Department at Niagara University.
Maria R. Nader is passionate about providing equitable education for all students and supporting educators to achieve this goal. She serves as a Faculty Fellow in the Special Education Department at Niagara University and has held teaching and administrative roles at the local, state, and university levels in New York, Ohio, and Hawai’i.
References
Banks, J. A., & Banks, C. A. M. (2004). Handbook of research on multicultural education. 2nd ed. Jossey-Bass.
Waitoller, F. R., & King Thorius, K. A. (2016). Cross-pollinating culturally sustaining pedagogy and universal design for learning: Toward an inclusive pedagogy that accounts for dis/ability. Harvard Educational Review, 86(3), 366–389. https://doi.org/10.17763/1943-5045-86.3.366
Preparing the next generation of graduates in a 21st-century, diverse, and international classroom requires a pedagogical shift to recalibrate one’s practice. A faculty vision of inclusive pedagogy informed by equity and social justice transcends bias and makes diversity functional and beneficial to all students. Creating a classroom in the service of social justice (The Metropolitan Center for Urban Education, 2008) requires a profound understanding of the impact of human diversity on teaching and learning (Cushner et al., 2024). Enacting equity pedagogy as an essential component of multicultural education (Banks & Banks, 1995) requires instructors to become change agents. It is important to understand inclusive pedagogies as practices where we discern the nuance between general multicultural education or culturally responsive pedagogy and inclusive practices that specifically address the ability/disability continuum and the health dimension. In this article, we will examine ability/disability as a characteristic of human diversity in education as illustrated by Cushner et al. (2024) in their diversity framework. Approaches to creating an inclusive classroom are presented.
Start here…
Adopt an asset-based approach for all students.
Recognize that disability is often defined by the environment in which an individual exists.
Ensure you are not making ableist statements that reinforce stereotypes (ex: “turn a blind eye,” “fall on deaf ears;” using phobia to mean discrimination, ie “transphobia”).
Avoid negative descriptions of disability (ex: “suffers from a condition,” “confined/bound to a wheelchair”).
Use person-first language rather than deficit-first language (ex: “student with a learning disability,” not “learning disabled student”), unless an individual discloses that they prefer to use identity-first language (for example: some individuals on the autism spectrum may prefer to call themselves “autistic” rather than “a person with autism”; someone may identify as part of the Deafcommunity). Refer to people how they refer to themselves.
Realize that impact matters, regardless of intention.
Assume that students are capable and possess knowledge and skills.
Support colleagues with disabilities.
Tell a colleague that you are committing to the work of becoming a more inclusive educator. When they ask what this means, share these suggestions!
Beginning
Add literature/resources from neurodivergent, disabled, and diverse authors to assigned course readings and class activities.
Replace and/or supplement outdated readings.
Provide electronic files of reading, resources, presentations, and other materials.
Provide multiple sources and access points for assignment requirements and expectations (written descriptions, presentations, instructional videos, examples, rubrics).
Be open and welcome student questions.
Understand that all behavior is a function or indicative of something else; ask if students need support rather than punish them.
Update course syllabi to include statements from the campus disability/accommodations resource office, a statement on academic diversity, religious observant policies, and campus mental health resources.
Create community guidelines for discussions that include intention and impact/anti-bias language.
Immediately address ableist/biased remarks in the classroom through discussion.
Update course syllabi to include a statement of classroom environment that encourages regard for others and respects free speech while not tolerating hate speech.
When presenting a visual/image, also provide a description of the image (alt text).
Provide Closed Captioning on posted videos (lectures, resources, etc.).
Incorporate the impact of and perspectives of groups of diverse abilities in policies of the past and present.
Encourage students (and ourselves as faculty) to analyze research and articles to ensure they represent the perspectives of marginalized groups; follow up with questioning why and providing additional resources to promote self-advocacy.
Revise course syllabi to include Student Learning Objectives, Essential Questions, and Course Descriptions related to self-reflection/advocacy/inclusion/preparing students to be agents of change.
Examine course syllabi to make sure policies (late work, absence, participation grades, etc.) do not indirectly or directly target students with disabilities OR demonstrate bias toward neurotypical students (for example: a “cameras on” video policy in an online course may disproportionately punish students who require accommodations or have diverse learning needs; deductions for late work may punish students who need flexibility due to medical or mental health needs; requiring students to disclose personal details in order to receive extensions or incompletes disrespects students’ privacy of health and disability needs)
Be willing to adjust your expectations through flexibility.
Re-examine assignments and assessments for bias and exclusionary practices.
Consider changing assessments from high-stakes timed tests to projects, homework, open-note/open-book take-home tests.
Ask a colleague to audit your syllabi for readings/topics/policies as listed here.
Collaborate with colleagues in accessibility services to better understand and integrate the services and supports available.
Discuss the need to broaden participation and opportunities for people with disabilities in your department/college.
Examine courses to make sure provided resources are organized and labeled clearly.
Advanced, all the previous steps plus…
Advocate for (or lead!) professional development opportunities on inclusion.
Participate in on- and off-campus events that promote disability acceptance and inclusive practices.
Inform students of community opportunities they can take part in promoting disability acceptance or inclusive practices.
Model examination/reflection on your own privilege (if neurotypical and able-bodied) or experience as a person with(out) a disability.
Consider multimodal access to course participation (for example, HyFlex courses have in-person, video and asynchronous options for all students).
Ask a colleague to informally observe your teaching and provide constructive feedback on your work of being an inclusive teacher.
Invite guest speakers with disabilities to speak with your students about their experiences.
Collaborate with an ADA coordinator to educate students and colleagues about accessibility on your campus.
Collaborate with administrators and faculty who may be working toward DEI or inclusion initiatives on your campus.
Seek input from resources such as the Association of University Centers on Disabilities (AUCD) and Think College for postsecondary education program guidance for individuals with disabilities.
We believe that the responsibility of anti-oppressive work in higher education belongs to all and that making education accessible for individuals with disabilities advances freedom for all groups of people. These universally designed teaching practices, while necessary to increase access for individuals with disabilities, are beneficial for all individuals, regardless of identity status. Thank you for your work towards broadening access to higher education!
Laura N. Sarchet is an autistic self-advocate and Assistant Professor of Special Education at Niagara University who uses her experience as a neurodivergent person to raise awareness about autism and disability through research and practice.
Haoua M. Hamza is an associate professor in the Middle and Adolescence Education Department in the College of Education.
Rachel Bailey Jones, Professor of Education at Nazareth University, focuses their research and teaching on working for educational justice for LGBTQ+ students through an intersectional lens.
Jennifer E. Hartman is an Instructor-ABD in the Special Education Department at Niagara University.
Dennis P. Garland, Ph. D. is Associate Professor and Chair of the Special Education Department at Niagara University.
Maria R. Nader is passionate about providing equitable education for all students and supporting educators to achieve this goal. She serves as a Faculty Fellow in the Special Education Department at Niagara University and has held teaching and administrative roles at the local, state, and university levels in New York, Ohio, and Hawai’i.
References
Banks, J. A., & Banks, C. A. M. (2004). Handbook of research on multicultural education. 2nd ed. Jossey-Bass.
Waitoller, F. R., & King Thorius, K. A. (2016). Cross-pollinating culturally sustaining pedagogy and universal design for learning: Toward an inclusive pedagogy that accounts for dis/ability. Harvard Educational Review, 86(3), 366–389. https://doi.org/10.17763/1943-5045-86.3.366
Higher education faces a pivotal moment as Generative AI becomes increasingly embedded within academic practice. While AI technologies offer the potential to personalize learning, streamline processes, and expand access, they also risk exacerbating existing inequalities if not intentionally aligned with inclusive values. Building on our QAA-funded project outputs, this blog outlines a strategic framework for deploying AI to foster inclusion, equity, and ethical responsibility in higher education.
The digital divide and GenAI
Extensive research shows that students from marginalized backgrounds often face barriers in accessing digital tools, digital literacy training, and peer networks essential for technological confidence. GenAI exacerbates this divide, demanding not only infrastructure (devices, subscriptions, internet access) but also critical AI literacy. According to previous research, students with higher AI competence outperform peers academically, deepening outcome disparities.
However, the challenge is not merely technological; it is social and structural. WP (Widening Participation) students often remain outside informal digital learning communities where GenAI tools are introduced and shared. Without intervention, GenAI risks becoming a “hidden curriculum” advantage for already-privileged groups.
A framework for inclusive GenAI adoption
Our QAA-funded “Framework for Educators” proposes five interrelated principles to guide ethical, inclusive AI integration:
Understanding and Awareness Foundational AI literacy must be prioritized. Awareness campaigns showcasing real-world inclusive uses of AI (eg Otter.ai for students with hearing impairments) and tiered learning tracks from beginner to advanced levels ensure all students can access, understand, and critically engage with GenAI tools.
Inclusive Collaboration GenAI should be used to foster diverse collaboration, not reinforce existing hierarchies. Tools like Miro and DeepL can support multilingual and neurodiverse team interactions, while AI-powered task management (eg Notion AI) ensures equitable participation. Embedding AI-driven teamwork protocols into coursework can normalize inclusive digital collaboration.
Access to Resources Infrastructure equity is critical. Universities must provide free or subsidized access to key AI tools (eg Grammarly, ReadSpeaker), establish Digital Accessibility Centers, and proactively support economically disadvantaged students.
Ethical Responsibility Critical AI literacy must include an ethical dimension. Courses on AI ethics, student-led policy drafting workshops, and institutional AI Ethics Committees empower students to engage responsibly with AI technologies.
Implementation strategies
To operationalize the framework, a phased implementation plan is recommended:
Phase 1: Needs assessment and foundational AI workshops (0–3 months).
Phase 2: Pilot inclusive collaboration models and adaptive learning environments (3–9 months).
Key success metrics include increased AI literacy rates, participation from underrepresented groups, enhanced group project equity, and demonstrated critical thinking skill growth.
Discussion: opportunities and risks
Without inclusive design, GenAI could deepen educational inequalities, as recent research warns. Students without access to GenAI resources or social capital will be disadvantaged both academically and professionally. Furthermore, impersonal AI-driven learning environments may weaken students’ sense of belonging, exacerbating mental health challenges.
Conversely, intentional GenAI integration offers powerful opportunities. AI can personalize support for students with diverse learning needs, extend access to remote or rural learners, and reduce administrative burdens on staff – freeing them to focus on high-impact, relational work such as mentoring.
Conclusion
The future of inclusive higher education depends on whether GenAI is adopted with a clear commitment to equity and social justice. As our QAA project outputs demonstrate, the challenge is not merely technological but ethical and pedagogical. Institutions must move beyond access alone, embedding critical AI literacy, equitable resource distribution, community-building, and ethical responsibility into every stage of AI adoption.
Generative AI will not close the digital divide on its own. It is our pedagogical choices, strategic designs, and values-driven implementations that will determine whether the AI-driven university of the future is one of exclusion – or transformation.
This blog is based on the recent outputs from our QAA-funded project entitled: “Using AI to promote education for sustainable development and widen access to digital skills”
Dr Eleni Meletiadou is an Associate Professor (Teaching) at London Metropolitan University specialising in Equity, Diversity, and Inclusion (EDI), AI, inclusive digital pedagogy, and multilingual education. She leads the Education for Social Justice and Sustainable Learning and Development (RILEAS) and the Gender Equity, Diversity, and Inclusion (GEDI) Research Groups. Dr Meletiadou’s work, recognised with the British Academy of Management Education Practice Award (2023), focuses on transforming higher education curricula to promote equitable access, sustainability, and wellbeing. With over 15 years of international experience across 35 countries, she has led numerous projects in inclusive assessment and AI-enhanced learning. She is a Principal Fellow of the Higher Education Academy and serves on several editorial boards. Her research interests include organisational change, intercultural communication, gender equity, and Education for Sustainable Development (ESD). She actively contributes to global efforts in making education more inclusive and future-ready. LinkedIn: https://www.linkedin.com/in/dr-eleni-meletiadou/
NEW YORK, NY –Counslr, a leading B2B mental health and wellness platform, announced today that it has expanded its footprint into the State of New Mexico starting with a partnership with Vista Nueva High School, Aztec, NM; and into the State of Illinois starting with a partnership with Big Hollow School District, Ingleside, IL. These initial partnerships will empower students and staff to prioritize their mental health by enabling them to access unlimited wellness resources and live texting sessions with Counslr’s licensed and vetted mental health support professionals, who are available on-demand, 24/7/365. By increasing accessibility to Counslr’s round-the-clock support, Vista Nueva and Big Hollow aim to bridge gaps in mental health support for students and staff, enabling those who previously did not or could not access care, whether due to cost, inconvenience, or stigma, to receive the support they desire.
1 in 6 youth suffer from a mental illness, but the majority do not receive mental health support due to substantial obstacles to care. Additionally, mental health is even a bigger challenge in rural America due to unique barriers, including fewer providers resulting in longer wait times or insufficient access to crucial mental health services. This resource scarcity underscores the urgency for additional resources and innovative solutions to bridge this critical gap in mental health care for school communities.
“We are happy to be able to offer students another tool that they can use to support their mental well-being. Knowing that students have been able to speak with a professional outside of school hours helps us know this app was needed and is useful,” states Rebekah Deane, Professional School Counselor, Vista Nueva High School. “We hope this tool also assists students in learning how to navigate systems so that when they graduate high school they know these options exist and they can continue to seek out support when necessary.”
As factors such as academic pressures, social media influence, burnout and world events contribute to heightened stress levels and mental health challenges, schools throughout the country are recognizing the growing need to offer more accessible resources and preventative mental health services to both students and staff.
“Counslr provides an extremely easy-to-access platform for those who otherwise may not seek the help they need, and we are very excited to join Counslr in this partnership. We are all very well aware of the impact that technology has had on the mental health of our students and we feel that Counslr can meet our students in a setting they are comfortable with,” states Bob Gold, Big Hollow School District Superintendent. “Outside of our students, we are thrilled to be able to offer this service to the amazing adults who work with our students every day. There are so many families dealing with some sort of trauma, and the life of an educator is no different. These adults tend to give so much of themselves to their students, so we strongly feel that our efforts here to join with Counslr is our way of providing an opportunity for our educators to focus on their own mental health.”
In addition to the geographic expansion,Counslr has also expanded its existing footprint in states like New York, most recently partnering with the Silver Creek Central School District to support its students and staff.
“We know mental health needs are on the rise, for students and adults. To me, Counslr is a resource our students and staff both deserve,” states Dr. Katie Ralston, Superintendent, Silver Creek Central. “In the beginning stages at Silver Creek Central, it has proven to be an asset, as it offers access to everyone on the spot, any day, for any situation.”
“Supporting diverse populations of students and faculty across the country clearly illustrates that mental health knows no boundaries,” said Josh Liss, Counslr CEO. Adding that, “With 86% of Counslr’s users being first-time care seekers, we strive to reach these silent sufferers who need help, but do not or cannot access it, no matter where they are located.”
ABOUT COUNSLR
Counslr is a text-based mental health support application that provides unlimited access to robust wellness resources and live texting sessions with licensed professionals, 24/7/365. Users can access support on-demand within two minutes of opening the app, or by scheduled appointment. Through real-time texting, users enjoy one-on-one, private communication with a licensed counselor that can be conducted anytime, anywhere. Counslr was designed to help individuals deal with life’s day-to-day issues, empowering individuals to address concerns while they are “small” to help ensure that they stay “small”. Counslr partners with organizations of all shapes and sizes (companies, unions, nonprofits, universities/colleges, high schools, etc) so that these entities can provide Counslr’s services to their employees/members/students at no direct cost. For more information, please visit www.counslr.com.
eSchool Media staff cover education technology in all its aspects–from legislation and litigation, to best practices, to lessons learned and new products. First published in March of 1998 as a monthly print and digital newspaper, eSchool Media provides the news and information necessary to help K-20 decision-makers successfully use technology and innovation to transform schools and colleges and achieve their educational goals.
When I was a college student, there were times when I skipped out on buying a required textbook for a course. Finances were always tight, so I tried to balance my checkbook with buying actual books. Even then, textbooks weren’t cheap. Today, students are paying more and more for their higher education experience. If a university can find ways to make attending college more affordable, accessible, and “high-tech/high-touchâ€, well, it’s not really an option, it’s a necessity.
Today’s technology makes it easy to distill course materials into digital formats and enhances them as a result. Colleges and universities are quickly shifting from books to bytes to improve the student experience and boost course outcomes.
Here are 10 reasons why your university should go digital with its course materials:
Affordability: This may seem like an obvious reason to move to digital delivery of course materials. Students will end up paying less for digital course materials. From production to shipping, textbooks require a lot of costly infrastructure. Digital materials eliminate these costs and pass the savings on to students.
A better experience for students with disabilities. Unlike print books, modern eTextbooks can be accessible “out of the box.â€Â When eTextbooks include features such alternative text descriptions of visuals and content that can be used with assistive technology, students can start reading right away, without waiting for a disability services department to create a file.
Learning Analytics and Digital Integration: Can you remember when a physical book connected to a digital learning system? It’s just not possible. However, with digital course materials, integration with the campus LMS/VLE is possible. Plus, with learning analytics built in, digital materials can help support at-risk learners who may need additional assistance.
Recruitment: Digital course materials might not seem like they give universities a recruitment edge, but in an increasingly competitive enrollment landscape, everything helps. Students seek modern solutions for their educational experience. For bring-your-own-device (BYOD) campuses and institutions that provide technology platforms for students, digital course materials hit the sweet spot. They create more affordances for student success and showcase a university experience that is effectively using the latest technologies.
Multi-Platform Capability: The ability to view course materials on a variety of devices represents a huge advantage for digital course materials. If a student needs to read a chapter while on the go, odds are, they will be able to access it on whichever device they have with them. Also, it’s a good bet that no one misses having a backpack filled with textbooks.
Seamless Group Work: University campuses are filled with versatile seating and project workspaces. You can’t project a textbook onto a large screen, but you can with digital course content. It’s simply a matter of either plugging in or wirelessly beaming content to a screen. It makes group work and collaboration a much easier task.Â
Always Current: Have you ever tried to update a textbook? Editions come and go, each one costing more than the last. With digital course materials, content is as up to date as possible and it doesn’t cost students more for this “always current†content. Who wants a used book when you can have a new digital version?Â
Instant Access: No longer do students have to search for the lowest price option or wait until after term starts. Instant access to digital materials, through programs such as Pearson Inclusive Access and others, ensures all students are ready to learn on the first day of class, not the third week. It’s as easy as logging into the university system, selecting the appropriate course, and downloading the material to a compatible device.
Interactivity: Textbooks have been surpassed in form, function, and capability. Digital course materials allow authors the opportunity to embed audio and video into their work. This makes for a much more interactive and “real†experience for students.Â
Retention: Anything that a college or university can do to assist students with their academic success is a good thing. Digital course materials aid and enhance an institution’s ability to improve their overall retention rates and bolster student success with all of the supportive elements in this list.Â
What would you add to this list?
Digital course materials are not the future for higher education; they’re the present. It’s only a matter of time before your institution goes digital for student success.
This post was sponsored by Pearson as part of a higher education influencers collaboration.
