Meghan Ashburn knows what it feels like to navigate school while managing autism, ADHD and mental health challenges — and to do it without much institutional support.
That perspective is shaped not only by her own education, but also by her experience as the parent of a nonverbal child.
Now, she’s part of an initiative trying to change that.
Ashburn is one of two neurodiversity specialists at Virginia Wesleyan University’s new Neurodiversity Resource Center, a program launched this fall to support students who struggle with executive functioning, anxiety or the transition to college — even if they’ve never received a formal diagnosis.
“The difference between our center and some of the other places is that we are neurodivergent and the programming and the support and all of the things that we're providing, it's for neurodivergent people, by neurodivergent people,” Ashburn said.
More than 30 students have sought help with time management, academic planning, stress and questions about college routines, said another Resource Specialist Jules Edwards.
While the center is affiliated with the university’s disability services office, Edwards said students don’t need documentation to access support.
“You don't need to be registered with disability services to come to us,” Edwards said. “Neurodiversity is for everyone.”
Officials say the program - staffed by two neurodiversity specialists who draw on their own lived experience with autism, ADHD and mental health challenges - is the first of its kind.
Ashburn said that perspective shapes how they work with students — by focusing on practical tools, confidence-building and breaking down common barriers to college success.
That includes one-on-one support, workshops on using calendars and syllabi, and guidance for faculty on making courses more accessible from the start. The team also works to reduce the anxiety many students feel about approaching professors or asking for help.
The center is still in its early stages. Funding from the university this year allowed Virginia Wesleyan to hire two specialists and begin building programs over the summer and fall.
As demand grows, Edwards hopes to expand staffing and strengthen partnerships with local employers.
“We want this model to be replicated across the country,” Edwards said.
The center also aims to support those young adults who often lose access to structured help age out of K–12 special education services. The program is working to help place those students in internships and jobs outside of the university structure.
“We want students to get experience in the industries they’re passionate about,” Edwards said.
Edwards said the goal is to help neurodivergent young adults build independence and find careers aligned with their strengths.
One of their students, a music production major, has been helping run sound for community events for years. He has the skills, the coursework and the dedication, but hasn’t had a way into a professional studio or a chance to learn from someone already working in the field.
The center is now reaching out to local producers to change that — using Virginia Wesleyan’s connections to help him access internships he likely wouldn’t find on his own.
“We know that neurodivergent people do well when they have the right support from the right people around them, and especially when they get to do the things that they are passionate about,” Edwards said.
