Join the Duke Neurodiversity Advocates (DNA)  for a discussion on the underdiagnosis crisis  and the barriers that keep so many neurodivergent people from receiving support. Getting an assessment for ADHD, autism, or a learning difference can cost hundreds to thousands of dollars , require months-long waitlists, and depend on access to clinicians who actually understand adult neurodivergence. Meanwhile, people without formal diagnoses are often denied accommodations, dismisse

It seems like everyone on TikTok, in your dorm, or in your group chat “has ADHD” these days — or at least thinks they do.But what’s actually happening? Are we overdiagnosing  ADHD… or finally recognizing it in people who were overlooked for decades? Join the Duke Neurodiversity Advocates (DNA)  for an honest conversation about how ADHD diagnosis trends  reflect larger issues in healthcare, identity, and access — especially for women, students of color, and late-diagnosed adul

Give how important this topic is we will be extending yesterdays discussion into our Thursday meeting. Theme:  how race, gender, and class shape who gets labeled, supported, or ignored. Goal:  help students recognize how systemic inequities start before  the workplace — in education and healthcare. Topics: Why women, students of color, and low-income individuals are underdiagnosed or misdiagnosed. Cultural differences in how neurodivergence and illness are perceived (“lazy,”

Join the Duke Neurodiversity Advocates (DNA)  for a discussion that goes beyond diagnoses and accommodations — into how race, gender, and class  shape who gets access to care, credibility, and compassion. In the workplace (and even in classrooms), not everyone’s struggles are seen the same way.Women and people of color are still less likely to be diagnosed , more likely to be dismissed, and often told to “just push through” when symptoms or burnout show up. Meanwhile, invisib

With many of you leaving early for spring break this week we will not be having any GBMs!

Traditional study advice assumes everyone learns the same way — read, highlight, memorize, repeat. But for many neurodivergent students, that system just doesn’t click. Join the Duke Neurodiversity Advocates (DNA)  for an interactive session on multimodal learning  — figuring out how your  brain absorbs and remembers information best. Whether you’re a visual, auditory, or kinesthetic learner (or some unique combo of all three), we’ll help you discover study techniques that w

This Tuesday we’ll have seniors speak about which spring professors and classes are the most accommodating to learning differences like ADHD, dyslexia, visual processing disorders, slower processing speeds, and more. Some professors are more understanding and flexible than others — offering different assessment styles  (like choosing between an exam or an essay for the final), recorded lectures , or e-book versions of required readings. Come hear firsthand experiences and get

This Tuesday, the Duke Neurodiversity Advocates (DNA)  are hosting one of our own — Chloe Schwartz , a Duke student who lives with both a seizure disorder  and Ehlers-Danlos Syndrome (EDS)  — to talk about the daily realities of sensory overload and body regulation. For many neurodivergent and chronically ill students, sensory overload isn’t just uncomfortable — it’s physically dangerous. Bright lights, noise, crowds, or even stress can trigger pain, dizziness, or neurologica

In this two part series we will be hearing from two representatives from Duke's Sleep Clinic. Join the Duke Neurodiversity Advocates (DNA)  for an open conversation about one of the most universal yet misunderstood struggles among neurodivergent people — sleep. If you’ve ever stayed up scrolling, overthinking, or simply unable to “shut off” even when exhausted, this meeting is for you. We’ll unpack why  neurodivergent sleep works differently and share real strategies to make

In this two part series we will be having two representatives from Duke's sleep clinic to talk to us. Join the Duke Neurodiversity Advocates (DNA)  for an open conversation about one of the most universal yet misunderstood struggles among neurodivergent people — sleep. If you’ve ever stayed up scrolling, overthinking, or simply unable to “shut off” even when exhausted, this meeting is for you. We’ll unpack why  neurodivergent sleep works differently and share real strategies

As we talked about last meeting, this Tuesday we’re hosting Dr. Bridget M. Hard  from Duke’s Psychology Department — arguably the best Psych 101 professor ever  — for a session on how memory actually works  and how to use that knowledge to study smarter, not harder. Dr. Hard’s lecture on memorization completely changed the way I learn, and it’s especially relevant for those of us who are neurodivergent or have learning differences .Many of us process and retain information d

Some days, your brain just says no. No focus, no motivation, no capacity — but the world (and your professors) keep moving anyway. Join the Duke Neurodiversity Advocates (DNA)  for a conversation on how to keep learning when you’re running on low energy.  We’ll explore spoon theory, fatigue, and realistic study pacing for neurodivergent students and anyone whose brain and body don’t always cooperate. We’ll go beyond “time management” and talk about what actually helps: Unders

This week, the Duke Neurodiversity Advocates (DNA)  are thrilled to host Dr. Emily , a clinical psychologist and learning-differences specialist known for her practical, compassionate approach to supporting neurodivergent students. Dr. Emily works with teens and young adults navigating ADHD, dyslexia, anxiety, and executive-function challenges in school and everyday life. Her talk will focus on real strategies  — not vague productivity hacks — for thriving in academic environ

This week, the Duke Neurodiversity Advocates (DNA)  are partnering with ATLAS (Adolescents Transitioning to Leadership and Success)  — a Duke Psychiatry program that supports teens and young adults with chronic health conditions as they navigate independence, healthcare, and self-advocacy. Many of the topics we discuss in DNA — executive dysfunction, fatigue, sensory overload, burnout — are also  part of the daily reality for young people in ATLAS.This meeting will explore th

Neurodivergence isn’t one thing—it’s a whole spectrum of ways the brain processes, learns, and experiences the world. This week, we’ll explore how different forms of neurodivergence show up in daily life, from ADHD and dyslexia to epilepsy, processing disorders, Tourette’s, and more. We’ll talk about what these differences can look like day to day, how they intersect, and how we can better support one another as peers, classmates, and friends. This is a relaxed, discussion-ba

Let’s be honest — most “note-taking tips” assume everyone’s brain works the same way.But for many of us, traditional Cornell notes or color-coded outlines just don’t stick. Join the Duke Neurodiversity Advocates (DNA)  for a hands-on workshop where we’ll compare different ways of taking notes for how your brain actually processes information. We’ll look at: Visual, verbal, and kinesthetic note-taking styles Tech tools that reduce cognitive load (Notion, GoodNotes, voice notes

Most professors want to help - but many have never actually met  a student who talks openly about neurodivergence or chronic illness.They might assume you’re able-bodied, that accommodations are just “extra time,” or that if you “look fine,” you don’t need support.That misunderstanding can make the first week of class exhausting before it even starts. Join the Duke Neurodiversity Advocates (DNA)  for a practical session on how to change that conversation.We’ll walk through ho

So great meeting all of you for the spring semester club fair! Our first GBM will next Tuesday 1/23. DNA meets every Tuesday and Thursday at 7PM, in the Rueben Cooke building, Rm. 207. All GBM announcements will be made here on our website as well via our groupME and email listserv. If you haven't already please fill out the interest form  to be added to our mailing list and groupME.

Like last year we will be providing co-working hours from 7-10PM during the Tuesday and Thursday of Finals week. We will meet in our usual room (Rueben Cook, Rm 207). If you have never attended a co-working hours before read below: Co-working hours provides a low-stimulus environment  — soft lighting, minimal background noise, and built-in timed breaks — to help you stay productive. Bring anything you’re working on: papers, readings, problem sets, or planning your study sched

Happy last week of classes! Finals start in 7 days. So like last year DNA will be providing quiet co-working hours again on Tuesday and Thursday from 7-10PM in our usual room (Rueben Cook, Rm 207). If you have never attended a co-working hours before read below: Co-working hours provides a low-stimulus environment  — soft lighting, minimal background noise, and built-in timed breaks — to help you stay productive. Bring anything you’re working on: papers, readings, problem set

Happy Thanksgiving Break!!

Tomorrow we’re joined by Dr. Sam Brandsen, a researcher and advocate working at the intersection of neuroscience, neurodiversity, and accessibility here at Duke. Dr. Brandsen will share insights from Duke’s ongoing neurodiversity initiatives and discuss how campus environments—from classrooms to common spaces—can be redesigned to better support all kinds of minds. We’ll explore: What “neuroinclusive design” means and why it matters. How research on sensory and cognitive diffe

We’re revisiting one of our most requested topics — how to take notes in a way that fits your brain. This week, we’ll compare systems like Cornell notes, visual mapping, voice recording, and digital tools to see how different learning styles can shape the way we study. You’ll get to test out new approaches, trade tips with other students, and figure out which methods make information stick  instead of just pile up. As always, we will be meeting at 7PM in Rueben Cooke!

We’ll discuss how factors like lighting, noise, layout, and sensory input  can impact attention, fatigue, and mental clarity, and explore ways Duke can become more neuroinclusive  in its classrooms, labs, and study spaces. Members will also take part in a mini “campus accessibility audit” —a chance to observe and share which spaces feel supportive and which don’t. Together, we’ll brainstorm realistic design changes that would make Duke more welcoming for every kind of brain.