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Do universities have to make reasonable adjustments?

Absolutely. Under the Equality Act 2010 in England and Wales, universities must make reasonable adjustments for students with disabilities—including those with autism, ADHD, dyslexia, dyspraxia, and other learning differences. This isn’t just about ticking boxes; it’s about ensuring every student has a fair shot at success.

Universities are expected to anticipate common barriers. For example, if group work is a core part of a course, they should consider in advance how this might affect students with social communication differences or anxiety, and have options ready. The duty is ongoing—if your needs change, the support should adapt too.

How Do UK Universities Support Neurodiverse Students?

Support for neurodiverse students—like those with dyslexia, dyspraxia, ADHD, or autism—can be very different from one university to another. Some places make it easy to get help, while others expect you to fill in lots of forms or ask for support yourself. The table below shows how some of the biggest UK universities handle exam adjustments, technology, and support for students who learn differently.

Checklist: Getting the Support You Need at University

• Ask early: Contact the disability or student support team as soon as you can—even before you start your course if possible.

• Explain your needs: Tell them what you find difficult (e.g., typing, group work, noisy exam halls) and what has helped you in the past.

• Find out what’s available: Ask about extra time, use of a computer, rest breaks, alternative formats, and any technology or software you can use.

• Check how to apply: Some universities have online forms or portals; others might want a meeting or paperwork.

• Ask about diagnosis: If you don’t have a formal diagnosis, see if the university offers screening or help with getting one.

• Keep records: Save emails and notes from meetings about your support.

• Know your rights: You don’t have to wait until you’re struggling—reasonable adjustments are your legal right under the Equality Act 2010.

Real scenario:

• Sophie, who has ADHD, finds it hard to keep track of multiple deadlines. Her university arranges for her to have a weekly check-in with a study skills tutor and provides assignment deadlines in a visual calendar format.

What is a reasonable adjustment in an exam?

A reasonable adjustment in an exam is any change that helps you show what you know, without being held back by your disability. The aim is to remove unnecessary barriers, not to lower academic standards.

Examples:

• Extra time: If you have dyslexia and need longer to read and process questions, you might get 25% extra time.

• Use of a computer: If you have dyspraxia and struggle with handwriting, you could type your answers.

• Rest breaks: For ADHD or anxiety, short supervised breaks can help you reset and refocus.

• Alternative venues: If you’re autistic and find large exam halls overwhelming, you might sit your exam in a smaller, quieter room.

Reasonable adjustments for exams

Here are some common adjustments, with examples of who might benefit:

• Extra time: For students with dyslexia, slow processing speed, or anxiety.

• Use of assistive technology: Speech-to-text for those with dysgraphia, or screen readers for visual stress.

• Rest breaks: For students with ADHD, chronic pain, or fatigue.

• Alternative formats: Large print, coloured overlays, or audio versions for those with visual stress or reading difficulties.

• Separate or smaller rooms: For students with autism, ADHD, or social anxiety.

• Prompt sheets or checklists: For students who struggle with organisation or memory, such as those with dyspraxia or ADHD.

Real-life scenario:

• Jamal, who is autistic, finds the unpredictability of exams stressful. He’s allowed to visit the exam room in advance and use noise-cancelling headphones during the test.

What counts as extenuating circumstances in the Uni?

Extenuating circumstances are unexpected events or conditions that seriously affect your ability to study or complete assessments. For neurodiverse students, this could include:

• A sudden mental health crisis triggered by changes in routine (common for autistic students).

• A breakdown in support, such as a note-taker being unavailable.

• Medication changes for ADHD that cause side effects like insomnia or poor concentration.

• Technology failures, such as assistive software crashing before a deadline.

If something like this happens, you can usually apply for an extension, a resit, or another form of support. It’s important to report issues as soon as possible and keep any evidence (doctor’s notes, emails, etc.).

Everyday Scenarios: How Reasonable Adjustments Make a Difference

• Group Work:
  Alex, who is autistic, finds group work overwhelming and struggles to read social cues. His tutor arranges for him to work with a familiar partner, and allows him to submit a reflective piece about the group process instead of presenting in front of the class.

• Lectures and Note-Taking:
  Priya, who has dyslexia, uses a recording app to capture lectures and receives slides in advance. This means she can focus on understanding, not just keeping up with note-taking.

• Presentations:
  Ben, who has a stammer, is allowed to record his presentation at home and submit the video, rather than present live to the class.

• Exams:
  Ella, who has ADHD, sits her exams in a small room with regular breaks and uses a computer to type her answers, helping her manage distractions and organise her thoughts.

Typing Speed, Processing, and Neurodiversity: Why It Matters in Exams

Neurodivergent university students—including those with dyslexia, dyspraxia, ADHD, and autism—often face unique hurdles with typing speed during timed exams. For many, the challenge isn’t a lack of knowledge, but the extra cognitive load required to think, organise ideas, and type at the same time. Dyspraxia can make fine motor skills and keyboard use especially difficult, while ADHD and anxiety can lead to perfectionism or frequent corrections, slowing progress even further. Some students have “spiky profiles”—they might grasp complex ideas quickly but struggle to get them down on the page within the time limit.

Universities in England and Wales recognise these barriers and offer access arrangements such as extra time, use of a computer, rest breaks, or even alternative assessment formats. It’s important to remember: processing speed is not a measure of intelligence or potential. With the right adjustments, students can show what they truly know—without being held back by the mechanics of typing or the pressure of the clock.

How to Request and Implement Adjustments

• Contact disability services early: Even if you’re not sure what you need, start the conversation.

• Gather evidence: This could be a diagnosis letter, a report from a psychologist, or a letter from your GP.

• Be specific: Think about what tasks or situations you find difficult, and what might help.

• Keep records: Save emails and notes from meetings about your support.

Template Letter for Requesting Reasonable Adjustments

You can use this template to email your university’s disability or student support service:

Subject: Request for Reasonable Adjustments

Dear [Disability Services/Student Support Team],

I am a [first/second/third]-year student studying [your course] and I have [diagnosed/undiagnosed] [autism/ADHD/dyslexia/dyspraxia/other]. I am writing to request reasonable adjustments to help me participate fully in my studies.

I experience difficulties with [e.g., processing written information, group work, handwriting, managing deadlines, sensory overload]. In particular, I find [describe specific situations, e.g., large exam halls, group presentations, fast-paced lectures] challenging.

I believe the following adjustments would help me:

• [e.g., extra time in exams]

• [e.g., use of a computer for written assessments]

• [e.g., access to lecture slides in advance]

• [e.g., option to complete group work individually or with a familiar partner]

• [e.g., regular check-ins with a study skills tutor]

I have attached [medical evidence/diagnosis letter/other relevant documents] to support my request.

Please let me know if you need any further information or would like to arrange a meeting to discuss my needs.

Thank you for your support.

Kind regards,
[Your Name]
[Student Number]
[Course]

Conclusion: Making University Accessible for All

Reasonable adjustments are not about giving anyone an unfair advantage—they’re about removing unnecessary barriers so every student can show what they’re truly capable of. If you’re struggling, don’t be afraid to ask for help. The right support can make all the difference, and you deserve to be assessed on your abilities, not your obstacles.

Disclaimer: This article is for information purposes only and does not constitute legal, financial or tax advice.