By Natasha Noam Gol

Navigating higher education can be challenging for any student, but for those with disabilities, especially neurodivergent students, the path is often full of extra barriers. The Czech Republic, while socially more respectful of visible disabilities in day-to-day interactions, has significant shortcomings in its approach to disability support overall, especially within academic settings. Support systems for both physical and cognitive disabilities lack the comprehensive accessibility seen in other countries, often leaving students to navigate an outdated, rigid structure with minimal resources. Reflecting on my own experience as a neurodivergent student with a physical disability, I see ample room for improvement in making academia a more inclusive and supportive environment for all.

The concept of “neurodiversity” was introduced by sociologist Judy Singer in the late 1990s to advocate for recognizing that every brain works uniquely. Neurodivergent individuals, whose cognitive functions may differ from the neurotypical majority, encompass a variety of conditions, from ADHD and autism spectrum disorders to dyslexia, dyspraxia, and sensory processing disorders (The Clivland Clinic, 2024). Unfortunately, while the idea of neurodiversity has made strides in countries like the U.S. and Israel, where students receive consistent support, the recognition and support for neurodivergent students in the Czech Republic’s educational system often feel limited.

The Journey Through University Processes of Disability Recognition 

Getting the support one needs shouldn’t feel like an uphill battle, but the process of obtaining accommodations in the Czech Republic can feel exactly like that. It took me a full year to get a functional assessment, which included extensive paperwork, waiting periods, and a series of procedural hoops that felt distinctly inaccessible to those of us with executive functioning challenges. However, once I finally reached the assessment itself, I was met with understanding and felt genuinely seen by all the staff involved. I received accommodations that aligned with my needs and mirrored the support I’d previously experienced in other academic settings. This left me both relieved and grateful but also questioning why the initial process couldn’t be more streamlined, accessible, and compassionate.

Barriers for Neurodivergent Students

The difficulty of navigating academic systems doesn’t end with the functional assessment and sometimes vary between faculties. Students I’ve spoken to, both local and international, recount similar and sometimes worse experiences—particularly in the more science-oriented faculties, where the culture sometimes lags behind the more progressive understanding of neurodivergence seen in arts, humanities and social sciences. In countries with Soviet historie, there often remains a deep-rooted association between mental illnesses and cognitive disorders and negative stigmas (Papadopoulos, 2013). For example, ADHD and autism spectrum disorders are still widely misunderstood, often associated with misconceptions like low IQ, exclusively male or “childhood issues” rather than lifelong conditions that vary greatly among individuals.

This gap in understanding often means that neurodivergent students face skepticism or dismissal when seeking a diagnosis, especially as adults, women, and people of color. Rather than receiving accurate diagnoses, many are met with generalized explanations like “anxiety” or “depression” and may even face accusations of hypochondria. While awareness of mental health is growing in the Czech Republic, access to accurate diagnoses and appropriate treatments for neurodivergent individuals continues to be challenging. For example, newer medications, widely prescribed in other EU countries, like Vyvanse or Adderall, are considered “hard drugs” here, making it difficult for students who benefit from these treatments to access them without traveling to neighboring countries, or going back home for international students, and spend a lot of time, energy and money.

Rethinking Academic Accessibility and Cultural Understanding

Despite these challenges, there are encouraging signs that change is on the horizon. Charles University and other institutions are taking steps—albeit small and slow—toward creating a more inclusive environment. I believe that offering more resources for neurodivergent students, reducing the stigmathrough education for awareness, and training faculty members on the realities of neurodivergence, and not only in the liberal arts — would be transformative. Personal guidance throughout a student’s university journey could also ensure that students don’t feel lost once they receive exam accommodations, which alone often aren’t enough.

As a student who has experienced both sides of the Czech education system—the obstacles and the compassionate support—I appreciate the progress being made and the possibility of a more inclusive future. Moreover, I belive there’s a critical need to expand the conversation around disabilities, including invisible ones, in the Czech Republic. Acknowledging the diversity of disabilities, from physical to cognitive, is essential for fostering a society that respects all individuals’ needs. With visibility and awareness, the frustrations that many neurodivergent and disabled students face can be alleviated. These improvements would not only support those already diagnosed but might also help individuals who, without this awareness, may continue to struggle without knowing why. In advocating for change, we build a university system—and, hopefully, a society—that is more accepting, understanding, and empowering for all students.

References:

Papadopoulos, C., Foster, J., & Caldwell, K. (2013). ‘Individualism-collectivism’as an explanatory device for mental illness stigma. Community mental health journal, 49, 270-280

professional, C.C. medical (2024) Neurodivergent: What it is, symptoms & types, Cleveland Clinic.Available at: https://my.clevelandclinic.org/health/symptoms/23154-neurodivergent