Degree Date

6-2025

Document Type

Dissertation - NLU Access

Degree Name

Ph.D. Doctor of Philosophy

Academic Discipline

Counselor Education and Supervision

First Advisor

Martin Wesley

Second Advisor

Laura Schmuldt

Abstract

Neurodivergent students, including individuals with autism spectrum disorder (ASD), attention deficit/hyperactivity disorder (ADHD), dyslexia, and other learning differences, face unique challenges in higher education. These challenges impact their academic performance, social integration, and overall college experience. As institutions expand their support services, it is crucial to understand the comparative effectiveness of counseling services and campus engagement on academic outcomes. This quantitative correlational study examines the relationships between counseling services, participation in campus activities, and academic performance among neurodivergent students at Beacon College. This study uses institutional records to analyze the impact of counseling utilization and extracurricular engagement on grade point average (GPA). The research employs Spearman’s correlation, multiple regression analysis, and moderation analysis to assess the independent and interactive effects of these support mechanisms. The findings indicate that neither counseling services nor campus engagement independently correlated with GPA. However, an interaction effect was observed, which suggests that students who engaged in both counseling and campus activities experienced different academic outcomes than those who participated in only one or neither. This outcome highlights the need for a more nuanced understanding of how combined support services influence student success. The study contributes to the existing literature by addressing a critical research gap in higher education support for neurodivergent students. The findings have significant implications for institutional policy by emphasizing the need for proactive, data driven strategies to enhance student success. Recommendations include expanding structured engagement programs and fostering a campus culture that promotes holistic support for neurodivergent learners. By optimizing these services, colleges and universities can improve academic retention, student wellbeing, and overall educational outcomes for neurodivergent students

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