Learning differently is normal: How neurodivergent students can benefit from distance learning 

An example from everyday student life.

(The person and situation are fictional!)

Tamara is in her first semester of a bachelor’s degree program at FERNFH. She successfully completed the admissions process despite her ADHD diagnosis, and her first exams are coming up in two weeks. She has successfully completed all the assignments online, read the course booklet, and is starting to prepare for her final exam in accounting. She hasn’t told anyone about her diagnosis.  

But then this happens: 

Whenever she picks up her study materials to prepare for the exam, she feels overwhelmed by the sheer volume of content. She puts off studying—after all, she still has two weeks left. She then tries to read through everything in smaller chunks, but gets distracted very easily by her cell phone, tablet, and other devices. She isn’t making any progress; she’s already frustrated and a little demotivated. Despite everything, she tries to stay positive on exam day—after all, she’ll be seeing her classmates on campus. She doesn’t want to “stand out” there. During the exam itself, she realizes she can’t concentrate; time is running out, the questions seem far too complicated, she spends too much time on individual questions, and ultimately she has to turn in her exam without having completed everything. Disillusioned, she drives home at the end of the day. Many questions are running through her mind:

• Shouldn't she have let the program director know?
• Was there perhaps a way to talk to someone else about it? 
• Maybe talking about it early on would have made things easier? Should she have told her classmates about it, too? 

Many students describe experiences similar to Tamara’s—regardless of whether they are neurodivergent or not. Intense periods, feeling overwhelmed, or the sense of not being able to meet expectations are all part of college life. 

For neurodivergent students, however, such situations may occur more frequently or take on a different form. An excessive amount of sensory stimulation, a lack of structure, or intense time pressure can be very stressful for them. 

This makes alternative approaches and the right kind of support all the more important. And that’s exactly what FERNFH offers. To better understand this, it’s worth starting by taking a look at the terms “neurodiversity” and “neurodivergence.” 

Neurodiversity and Neurodivergence—What's the Difference? 

Neurodiversity and neurodivergence (Stangl, 2024) are closely related, but they do not mean the same thing.  

• Neurodiversity describes the diversity of human brains as a whole—that is, the entire spectrum of different neurocognitive functioning within the population (Accardo, Bomgardner, Rubinstein & Woodruff, 2025). It is a social concept that asserts: Functioning differently is normal and valuable, just like different heights or hair colors.  
• Neurodiversityrefers to neurocognitive processing styles that differ significantly from what society often expects to be “neurotypical”—that is, what is considered “normal.” People with autism, ADHD, or dyslexia, for example, are neurodivergent.  

Neurodivergent people use different terms to describe themselves (e.g., “neurodiverse” or “neurodivergent”). It is important to respect the terms they choose to use, as not all forms of neurodiversity are equally well-known or visible. 

Neurodiversity in Distance Learning: Opportunities and Challenges 

For neurodivergent students—such as those diagnosed with “ADHD” or “autism”—distance learning offers unique opportunities (Rommel, 2024), but also presents its own challenges. 

The great freedom to set one’s own study times and locations can quickly become a burden if it’s difficult to keep track of assignments, deadlines, and materials. Online platforms, emails, lecture notes, videos, and forums create a constant flood of information that can be exhausting and may lead to feeling overwhelmed. 

Added to this are fluctuations in concentration and energy: On some days, it’s almost impossible to work with focus; on other days, a so-called “hyperfocus” (a phase of very intense concentration) does occur, but only when dealing with topics that happen to interest me at that moment. 

Many challenges are related to executive functions —that is, the mental control processes involved in planning, prioritizing, and initiating tasks. 

When exam stress or perfectionism are added to the mix, many people feel as if they are “constantly playing catch-up,” even though they could actually keep up with the material just fine. However, this feeling often has more to do with circumstances than with ability. 

What matters, therefore, is not onlyhowsomeone learns, but alsounder what conditions. Distance learning offers unique opportunities in this regard. 

The Benefits of Distance Learning at FERNFH 

A distance learning program at FERNFH offers (neurodivergent) students many advantages because it allows for significantly more flexibility than a traditional on-campus program. 

• You can work through the course material at your own pace and at the times of day when your concentration and energy levels are at their peak—whether that's early in the morning, late at night, or in short, spread-out sessions throughout the day.
• A variety of teaching materials, such as recorded videos, lecture notes, podcasts, and presentation slides, make it easier to master the course material.
• Learning in a familiar environment (such as at home) makes it possible to reduce distractions, take breaks as needed, and establish routines that provide a sense of security (Tuena-Küpfer, 2024, p. 47). 
• The few in-person daysat FERNFH—which are easy to plan for—ease the burden on students who can quickly feel overwhelmed in large groups or unfamiliar settings, without completely eliminating personal contact.  
• Communication and interaction among studentsand faculty are a top priority at FERNFH and are actively encouraged—for example, through forums, online office hours, and clearly designated points of contact. 
• The fact that communication is mostly asynchronous provides a useful degree of flexibility here as well. 

Overall, this creates a framework that accommodates different working styles and needs, and in which students can make more targeted use of their strengths instead of constantly having to struggle against rigid structures (Rommel, 2024).  

How We Support Neurodivergent Students at FERNFH 

At FERNFH, we always strive to offer individualized solutions. Of course, this is only possible if we receive a corresponding request. If you are currently in the admissions process, please direct your inquiry to the respective degree program. If you are already studying at FERNFH, please contact your respective program director. In any case, your inquiry will, of course, be treated with the strictest confidentiality! 

If you're interested in general information about studying at FERNFH, take a look at our degree programs. 

If you need general information about the options for studying while neurodivergent, please feel free to contact the co-chairs of the Committee for Equality, Gender, and Diversity (Astrid Braun,Nicole König). Together, we’ll find the right path for you! 

Practical Tips for Neurodivergent Students at FERNFH: Onthe Online Campus

• Important: Thinkabout whether you want to disclose your neurodivergence—and to whom. This is entirely your own decision. 
• Define small, realistic learning blocks; set specific (time) but flexible (duration) study times; create visual weekly schedules; or use digital or analog tools for to-do lists.
• Set up your learning environmentso that nothing disruptive or distracting is within sight, earshot, or reach; create a harmonious, minimalist setting.
• Break texts down into smaller sections or chapters, and listen to the content instead of just reading it (use the read-aloud feature in your browser or PDF reader). 
• Working with visual aids such as index cards, Post-its, colors, mind maps, etc. 

Specific tips for neurodivergent students at FERNFH: on campus in Wiener Neustadt 

• If you're feeling overwhelmed, contact your instructorsand/or yourprogram directoras soon as possible. 
• Minimize distractionsduring breaks (noise-canceling headphones) or consciously use whatever helps you (e.g., music, going for a walk, etc.). Feel free to pick up earplugs at the Info Point if needed.  
• Make a point of findingquiet spots on campus(for example, the Master’s program in Business Administration & Business Psychology has a special writing and quiet zone on in-person class days), or take advantage of the area outside the campus to escape the hustle and bustle during breaks—for example, the city park or a nice café in the pedestrian zone. Taking some time to yourself during breaks is perfectly acceptable—it has nothing to do with being rude. 

“Studying while neurodivergent is possible—and can bring out unique strengths. If this sounds like you, reach out to us—let’s talk about it, and we’ll take the next steps together. We’re happy to support you!”

FAQ on Neurodiversity & College 

How do neurodivergent people learn best? 

There is no one-size-fits-all approach. Many people benefit from visual structures, clear processes, flexible time slots, and personalized learning environments. 

Is it possible to go to college with ADHD? 

Yes. Many people with ADHD are successful students. The key is having the right learning strategies, flexible structures, and an academic environment that accommodates individual learning styles. 

What type of study program is best suited for people with ADHD? 

Programs that offer a high degree of flexibility, allow students to set their own pace, and provide clearly structured materials are often seen as supportive—this includes a particularly large number of distance learning programs, such as the one offered by FERNH. 

Is distance learning suitable for neurodivergent students? 

Often, yes. Distance learning offers flexible scheduling, customizable learning environments, and asynchronous formats that cater to many neurodivergent students. 

What does neurodiversity mean in college? 

Neurodiversity refers to different ways of processing information, such as in ADHD, autism, or dyslexia. In the context of college, this primarily means that learning styles can vary—not that someone is less capable. 

What challenges do neurodivergent students face in college? 

Some people have difficulty with time management, getting started on tasks, processing stimuli, or organizing their work. However, these differences vary from person to person and do not reflect a person’s ability or motivation. 

What strengths do neurodivergent students often bring to the table? 

Creativity, pattern recognition, attention to detail, periods of intense focus, and unconventional problem-solving strategies are often cited. These can be a major advantage in college. 

What kind of support is available for neurodivergent students? 

Many colleges and universities offer counseling, individualized solutions, flexible exam arrangements, or organizational adjustments. The goal is to create an environment in which students can reach their full potential. 

What study strategies can help with concentration problems in college? 

Many students benefit from short study sessions, visual outlines, clear priority lists, and a low-distraction study environment. It’s important to find methods that suit your own way of thinking and working. 

Is there any compensation for students with ADHD or autism? 

Yes, at many universities, students can apply for accommodations, such as extended exam time or alternative exam formats. The requirements and procedures vary by university. 

What Should You Do If You're Feeling Overwhelmed by Your Studies? 

Structured study plans, small steps, breaks, and conversations with the right people can be helpful. There is a path to successfully completing your degree that’s right for everyone.