Attitudes As Barriers to Inclusion: Cross-National Differences In Perceptions of Neurodiverse Students In U.S. Graduate Education

Inclusion of neurodiverse students in higher education is a critical component of equitable and democratic participation. However, the attitudes of non-disabled peers may function as significant barriers to inclusion. These attitudinal barriers may be particularly pronounced in multicultural graduate settings in the U.S, where students enter with varying levels of exposure to disability and differing cultural understandings of neurodiversity. While prior research has examined attitudes toward persons with disabilities, limited attention has been given to how these attitudes differ across national contexts within U.S. graduate education and how such differences may contribute to barriers in inclusion. Guided by the Contact Hypothesis, this study examines how differences in prior exposure to disability across national contexts are reflected in attitudes toward neurodiverse students, and how these differences shape readiness for inclusion in U.S. graduate education.

A cross-sectional survey design was used to collect data from 200 non-disabled graduate students enrolled at a large public university in the United States. Participants included domestic (n = 63) and international students (n = 137), recruited through convenience sampling. Attitudes toward neurodiverse students were measured using the Attitudes Toward Persons with Disabilities (APPD) scale, which includes subdomains assessing community integration, discomfort, charitability, and perceived burden. Prior social contact with neurodiverse individuals was assessed using the Contact with Disabled Person scale, measuring frequency of interaction. Independent-samples t-tests were conducted to compare domestic and international students, and a one-way ANOVA with Welch's correction was used to assess differences across the three nationality groups for both contact and attitudes.

Results indicated significant cross-national differences in attitudes. Domestic students reported more favorable overall attitudes (M = 1.84, SD = 0.58) compared to international students (M = 2.56, SD = 0.75), t = −6.69, p < .001. One-way ANOVA used to assess differences among three nationality groups revealed significant differences (Welch F = 28.25, p < .001). Significant differences were also observed across all APPD subdomains, including community integration, discomfort, charitability, and perceived burden. In addition, levels of prior social contact differed significantly across groups (F = 12.06, p < .001), with domestic students reporting higher levels of prior social contact than international students. Patterns in contact were consistent with observed differences in attitudes, suggesting that lower exposure may be associated with less favorable attitudes toward neurodiverse peers.

Findings suggest that attitudes toward neurodiverse students vary significantly across national contexts and may function as barriers to inclusion in graduate education. Differences in prior social contact highlight how unequal exposure to neurodiversity may shape students’ readiness to engage in inclusive academic environments. From a social work perspective, these findings underscore the importance of culturally responsive interventions that increase meaningful opportunities for positive contact with neurodiverse individuals. Addressing both attitudinal and experiential gaps is critical for advancing equity, participation, and inclusive practices in higher education.