Basic Psychological Needs and the University Experience of Neurodiverse Students: A Qualitative Study in the Italian Context

Authors

  • Cristiano Scandurra Department of Humanities, University of Naples Federico II, Naples, Italy https://orcid.org/0000-0003-1790-3997
  • Erica de Alfieri Department of Mental, Physical Health and Preventive Medicine, University of Campania “Luigi Vanvitelli”, Naples, Italy
  • Anna Lisa Amodeo Department of Humanities, University of Naples Federico II, Naples, Italy ; SInAPSi Center, University of Naples Federico II, Naples, Italy
  • Tiziana Liccardo SInAPSi Center, University of Naples Federico II, Naples, Italy
  • Valeria Magri SInAPSi Center, University of Naples Federico II, Naples, Italy
  • Maria Cristina Montola SInAPSi Center, University of Naples Federico II, Naples, Italy
  • Livia Nasti SInAPSi Center, University of Naples Federico II, Naples, Italy
  • Chiara Nocchetti SInAPSi Center, University of Naples Federico II, Naples, Italy
  • Angela Santoro SInAPSi Center, University of Naples Federico II, Naples, Italy
  • Paolo Valerio SInAPSi Center, University of Naples Federico II, Naples, Italy
  • Maria Francesca Freda Department of Humanities, University of Naples Federico II, Naples, Italy; SInAPSi Center, University of Naples Federico II, Naples, Italy

DOI:

https://doi.org/10.13129/2282-1619/mjcp-5369

Keywords:

Higher education, Neurodiversity, Minority stress, Self-determination theory, Qualitative study

Abstract

Background: Neurodiverse students face significant challenges in higher education, where institutional structures often reflect predominantly neurotypical norms. Based on Self-Determination Theory (SDT) and Minority Stress Theory (MST), this study aimed to explore how neurodiverse students experience and negotiate their basic psychological needs in an Italian university context, identifying barriers, resources, and protective factors.

Methodology: Eight neurodiverse students (six with autism spectrum disorder and two with attention-deficit/hyperactivity disorder) enrolled in an Italian university participated in semi-structured interviews. Data was analyzed using reflexive thematic analysis, guided by SDT and MST as interpretive frameworks.

Results: Four main themes emerged: (1) Negotiated autonomy, reflecting how students co-construct agency within institutional and relational constraints; (2) Competence in tension, highlighting how efficacy depends on recognition and dialogical feedback rather than individual ability alone; (3) Relatedness between invisibility and recognition, describing the oscillation between concealment, exclusion, and authentic connection; and (4) Health and adverse pathways, illustrating how relational misattunement generates distress, while self-acceptance and advocacy foster resilience. Across themes, participants emphasized that both structural barriers and interpersonal dynamics shape their experience of inclusion.

Discussion: Findings suggest that well-being and distress among neurodiverse students are shaped by the relational negotiation between individual agency and institutional environments. Unmet needs and minority stress appear to intersect in generating emotional strain, while recognition, pride, and advocacy may support processes of resilience. The findings point to the potential value of a more systemic approach in higher education, moving beyond accommodation-based models toward universal design practices that may support autonomy, competence, and relatedness.

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30-04-2026

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Vol. 14 No. 1 (2026)

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Health Psychology

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