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Many students do not realise that it is possible to start the process of getting a diagnosis while at university. Whether you are exploring dyslexia, ADHD, autism, or another form of neurodivergence, most universities have support systems in place to help you.

This section is split into two sections:

• A. Specific Learning Difficulties (SpLDs)
   
• B. Autism, ADHD, and other neurodivergences
   

You do not need a diagnosis to ask for support. If you are struggling, you are allowed to ask for adjustments based on your needs.

(such as dyslexia, dyspraxia, dyscalculia, or language-based processing differences)

1. Contact your university’s disability service
   You can do this at any point during your studies. Some universities may ask you to speak to a departmental coordinator. It is a good idea to start this process early, as it can take time to arrange assessments.
    
2. Initial screening or chat
   You may be asked to fill out a short form or attend a brief meeting to describe your experiences. You do not need to prove anything or tick a box. Just explain what has been difficult for you.
    
3. Early screening or study needs assessment
   If you already had support at school (for example, extra time in exams or one-to-one help), this can speed things up. If not, you may be placed on a waiting list for a diagnostic assessment.
    
4. Formal assessment
   You will usually be referred to a specialist teacher or educational psychologist. Some universities offer this free of charge. Others ask you to contribute towards the cost, which is usually between £300 and £800.
    
5. Diagnosis and report
   If you are diagnosed, you will receive a report showing your scores, your profile of strengths and difficulties, and recommendations for support. This can be used to apply for DSA and university-based adjustments.
    
6. If you disagree with the outcome
   If you feel the report does not reflect your experiences, you can appeal. This is sometimes difficult and may involve paying for a second opinion. Your GP may be able to support you, but the process can be slow.
    

Most universities cannot assess for autism or ADHD themselves, but they can support you to access the NHS or a private pathway. You can also usually access support from the university while you wait for a diagnosis.

1. Speak to your disability or wellbeing team

Let them know you are exploring whether you might be autistic, ADHD, or otherwise neurodivergent. You do not need a formal diagnosis to begin this conversation. Some universities can provide:
 

- Letters to support your GP referral,
- Help filling in forms or gathering examples,
- Interim learning support.
 

Examples of good practice:

• University of Leeds offers autism-specific support even before diagnosis.
   
• Manchester and Bristol signpost students to NHS and Right to Choose routes, and provide academic adjustments based on declared need.
   

1. Ask your GP for a referral

 You can request a referral for an autism or ADHD assessment. This may go through your local NHS trust, or you can ask to use Right to Choose.

Right to Choose allows you to be referred to an NHS-commissioned private provider, such as Psychiatry UK. This often reduces waiting time and is still free on the NHS. You must:

• Be registered with a GP in England,
   
• Be eligible for NHS care,
   
• Not already be on a local waiting list for the same type of assessment.
   
• Your university may help you write a referral request or provide a supporting letter.
   

1. Gather information in advance

 It can help to write down examples of traits or challenges, such as:

• Sensory sensitivity or overwhelm,
   
• Executive functioning struggles,
   
• Emotional regulation or burnout,
   
• Communication or social interaction differences.
   

1. Support while waiting

You do not need to wait for a formal diagnosis to receive university support. Most disability services will create a support plan based on your self-declared needs. This might include:
 

• Adjustments for lectures and exams,
   
• Mentoring or coaching,
   
• Quiet spaces or sensory-friendly areas,
   
• Flexible attendance policies.
   

1. Private assessments

Some students choose to go private to avoid long waiting times. These assessments are expensive (typically between £700 and £1500). Some universities offer financial support for this through hardship funds or disability support budgets. Always check that the provider’s assessment meets DSA and NHS standards before you proceed.
 

University is often the first time people have the space or support to explore neurodivergence. Whether or not you decide to pursue a formal diagnosis, you are entitled to ask for support if you are struggling.

You do not need to fit a stereotype or reach crisis point before speaking up. If your learning, energy, focus, communication, or wellbeing are being affected, there is support available. Most universities are used to helping students who are still exploring their needs.

Not every university will offer the same adjustments, and what helps one student might not help another. The key thing to know is that you are allowed to ask for changes to how your education is delivered or assessed if something is creating a barrier to learning or participation.

You do not need to have a formal diagnosis to request support, although certain adjustments may require medical or psychological evidence.

Below are some common examples of adjustments that neurodivergent students have found helpful. This is not an exhaustive list, and you are allowed to suggest your own ideas too.

• Lecture slides or materials provided in advance
   
• Audio recordings of lectures
   
• Permission to leave and return during long teaching sessions
   
• A named academic contact for support and clarification
   
• Additional time to process questions or participate in group discussions
   
• Small group or one-to-one teaching sessions (where available)
   

• Extra time in exams (typically 25% or more)
   
• Use of a computer or assistive software during assessments
   
• Rest breaks or movement breaks during exams
   
• Separate or low-stimulation exam rooms
   
• Adjusted deadlines or flexibility with extensions
   
• Alternative assessment formats (e.g. a presentation instead of a written test, if appropriate)
   

• Weekly or fortnightly one-to-one mentoring
   
• Specialist academic skills support (e.g. planning, organising, referencing)
   
• Assistive technology such as speech-to-text or mind-mapping software
   
• Access to quiet or low-sensory study spaces
   
• Training on how to use any recommended software or equipment
   
• Help with prioritising tasks or breaking assignments into manageable parts
   

• Clear communication from staff about changes or expectations
   
• Advance notice of room or timetable changes
   
• The option to communicate by email instead of phone
   
• The option to bring a support person to key meetings
   
• Agreed check-ins throughout the term to review how support is going
   

• Quiet or smaller accommodation blocks
   
• En-suite rooms (for hygiene or sensory needs)
   
• Flexibility with move-in or move-out dates
   
• The option to live alone if shared housing is not accessible
   
• Consideration of location (e.g. closer to buildings or transport)
   

• Adjustments are about creating fair access, not giving you an advantage.
   
• You do not have to use all of them. You can say no to anything that does not feel right.
   
• You can request a review of your support at any point. If something is not working, you are allowed to ask for it to change.
   

These tips are based on real experiences, not unrealistic productivity advice. There is no one right way to study law, and many neurodivergent students succeed by doing things differently.

• Don’t worry if you don’t attend every lecture or seminar. If that style of learning doesn’t work for you, that’s okay.
   
• Watch recorded lectures at a faster speed. Skip ones that don’t add value.
   
• Read fewer but more useful resources. Articles or case summaries that you actually understand are often better than heavy textbooks.
   
• Use the formats that work for you. If you prefer podcasts, visual notes or TikTok explainers, use them.
   

• Tailor your revision to the assessment. If it’s an exam, focus on key principles and important cases. If it’s coursework, go in-depth on fewer topics.
   
• Don’t panic about covering everything. Most people don’t. Choose the topics that interest you or that you understand best.
   
• Look at past essay feedback, even on essays you did well in. It can show you what markers are really looking for.
   

• You don’t need to study every day. Taking breaks or time off for your mental health doesn’t mean you’ve failed.
   
• Not every module will be your strength. You can still get a First overall even if some topics feel impossible.
   
• Conversations with friends about legal topics can often be more helpful than formal seminars.
   

• If you think in patterns, try flowcharts. If you like words, use brain dumps.
   
• Choose angles and ideas that interest you. If something makes sense to you, you are more likely to remember it.
   
• Don’t try to study like someone else. Build a method that works with your brain, not against it.
   

• You can’t focus if you’re in burnout or crisis. Mental health affects memory, energy and learning.
   
• Ask for help early if you are struggling. Mitigating circumstances exist for a reason.
   
• You do not have to disclose mitigating circumstances use in job applications, if you don't want to.
   

Many neurodivergent students worry that applying for mitigating circumstances means they’ve failed or aren’t cut out for university. But this system exists because life, health and barriers don’t pause for academic deadlines. It’s there for a reason, and using it does not mean you’ve done anything wrong.

Mitigating circumstances (sometimes called extenuating circumstances) are serious issues that negatively affect your ability to complete assessments on time or to the best of your ability. This can include:

• A neurodivergence that worsens temporarily or unexpectedly
   
• A mental health crisis or burnout
   
• Family illness or bereavement
   
• Disruptions caused by DSA delays or inaccessible teaching
   

Most universities will consider applications for coursework extensions, deferrals, or alternative assessments. You do not have to “push through” just to prove you are strong enough. Needing help doesn’t mean you’re not capable.

• University of Leeds allows students to submit a simple online form for an extension of up to 7 days (for coursework). If you need longer, you can request more time or a resit by providing supporting evidence.
   
• University of Manchester has an “Evidence Lite” policy for some claims, so you may not always need to see a GP or provide medical documents if the issue is already known to the university.
   
• University of Bristol encourages students to discuss things early with a wellbeing adviser or disability adviser, especially if their neurodivergence means a pattern of late work or fluctuating performance.
   
• University of York offers “self-certification” for short-term issues, with the option to submit more detailed applications if your circumstances are complex or long-term.
   

• Be honest but don’t feel you have to share everything. It’s enough to explain that your performance was affected and that you’re seeking support.
   
• Where possible, get support from your disability adviser or mental health support service. They can sometimes write a statement on your behalf.
   
• You can apply even if the deadline has passed. Some universities allow retrospective applications if you were unwell or in crisis at the time.
   

“If I apply for mitigating circumstances, will I get a mark cap?”

No. If your application is accepted, your work will be marked normally, or you may be offered a full resit with no penalty. The goal is to remove the barrier, not punish you for facing it.

“Will law firms see this and judge me?”

Firms do not have access to this information. If you have to explain any gaps or grades, you can say “resolved health reasons” or “I’d rather not discuss.” That’s entirely your right. Alternatively, you can talk about it in the context of resilience.

“But I’ve already used it once. Can I use it again?”

Yes. There’s no shame in needing adjustments more than once. Many neurodivergent students experience long-term or fluctuating struggles and apply more than once during their degree.

Mitigating circumstances are not about being weak or giving up. They are part of recognising that academia is not always set up for everyone equally. If your brain or your life makes the traditional route harder, then use the systems that exist to level the playing field.

You deserve to be at university. You deserve to stay.

• Sensory overload from noisy libraries, bright lights, crowded campuses or unpredictable social spaces
   
• Executive dysfunction making it hard to start tasks, attend lectures or organise deadlines
   
• Misunderstandings or dismissal by staff who do not understand how neurodivergence affects your behaviour or needs
   
• Masking, people-pleasing or overcompensating to seem “on top of things”
   
• Internalised shame or fear of being judged for not coping the same way others seem to
   

You might feel like you are the only one who is struggling, especially if your difficulties are invisible to others. But support is available, and your wellbeing is worth prioritising.

Most universities now acknowledge that mental health and neurodivergence overlap. That means you can often get support from both mental health services and disability services. You may also be eligible for a Disabled Students’ Allowance (DSA), which can cover:

• Regular support from a mental health mentor
   
• Help from a specialist autism or ADHD coach
   
• Access to assistive tech like mind-mapping tools, speech-to-text software or distraction blockers
   
• Study skills support that takes into account mental health difficulties, not just academic challenges
   

Your university’s wellbeing or disability team can help you apply. Some universities also allow you to access these services informally while your application is being processed.

Examples:

• University of Nottingham runs a Neurodivergent Peer Support Group and offers tailored mental health support to autistic and ADHD students
   
• University of Kent offers specialist mentors for students with mental health conditions, autism or ADHD through its Student Support and Wellbeing team
   
• University of York has a neurodivergent community space and regular drop-ins for students who are struggling with overload or shutdowns
   

• You can apply for extensions or deferrals through mitigating circumstances. You do not need to go into detail, saying you are experiencing a mental health decline or burnout is valid
   
• If things are getting worse, you can ask to pause your studies and return later. This does not go on your transcript and you do not have to explain it to employers
   
• Speak to your disability adviser or mental health practitioner about putting a long-term support plan in place. You do not need a diagnosis to do this, although it can help
   

• Ask for meetings to be summarised in writing. Verbal instructions can be overwhelming if you are in distress
   
• If you struggle to talk when overwhelmed, email instead. You can say something as simple as “I’m finding things hard at the moment and need support”
   
• Bring someone with you to meetings if that helps. This could be a friend, a parent, or a support worker
   
• You can ask for a specific staff member to be your main point of contact, so you are not explaining everything repeatedly
   
• Remind yourself: you do not need to be in crisis to deserve support
   

• Shout (text support for mental health crises): Text SHOUT to 85258
   
• Samaritans (24/7 listening line): 116 123
   
• Your university’s emergency mental health contact (usually listed on the wellbeing or student services page)
   
• Your GP can refer you to local crisis teams or support services
   
• In emergencies, you can always go to A&E or call 999
   

Neurodivergent students often worry they are “too much” or that their struggles are their own fault. They are not. You are navigating a system that often misunderstands you, and it is okay to feel tired, frustrated or lost.

You are not behind. You are not weak. You are not alone.

If you are disabled or neurodivergent, you have the right to request reasonable adjustments for the SQE. This applies to both SQE1 and SQE2.

1. Register for your SQE account on the SRA website.
    
2. When prompted, indicate that you require reasonable adjustments.
    
3. You will then be asked to complete the reasonable adjustments request form and upload supporting evidence.
    
4. Within two working days, Kaplan (the SQE assessment provider) will acknowledge your request.
    
5. Within five working days, a Reasonable Adjustment Liaison will contact you to propose suitable adjustments.
    
6. If you agree to the adjustments, they will be confirmed and applied to your account. These will normally remain valid for two years and cover both SQE1 and SQE2.
    
7. You may not be able to book your assessment through the standard Pearson VUE booking system. Kaplan may instead book the assessment on your behalf, depending on the adjustments requested.
    

It is recommended that you apply for adjustments at least eight weeks before booking your assessment. Late applications may not be processed in time.

You will need to provide evidence explaining:

• Your disability or neurodivergence.
   
• How it affects your ability to sit the SQE.
   
• Why the specific adjustments are needed.
   

Acceptable evidence includes:

• A recent medical letter from a GP, psychiatrist or specialist consultant explaining the impact of your condition.
   
• An educational psychologist’s report (for conditions such as dyslexia or dyspraxia), ideally conducted at age 16 or over.
   
• An occupational health report.
   
• A previous DSA (Disabled Students’ Allowance) report, if supported by medical documentation.
   

All evidence must be from a qualified professional and must be specific. Self-written statements or generic GP letters without functional impact are unlikely to be accepted. Form 8s submitted without accompanying reports are also usually rejected.

You should clearly label your evidence and, where possible, link each part of your evidence to the specific adjustment requested. For example, “Requesting 25% extra time – see page 3 of medical letter”.

All requests are considered on a case-by-case basis, but commonly granted adjustments include:

• Extra time (e.g. 25 or 50 per cent)
   
• Stop-the-clock breaks
   
• Use of a separate or quieter room
   
• Screen reader or magnification software
   
• Permission to bring coloured overlays
   
• Rest breaks for medication, pacing or energy management
   
• A reader, scribe or assistive technology
   
• Alternative formats (e.g. paper-based rather than on-screen)
   

If you require adjustments that impact logistics (e.g. a scribe or separate room), Kaplan may allocate a different venue or assessment time. It is important to wait for confirmation of your adjustments before making any travel arrangements.

• SQE1 takes place at Pearson VUE centres.
   
• You will need to arrive early and bring valid photographic ID (passport or driving licence).
   
• Personal items, including phones and watches, must be stored in lockers.
   
• The exam is sat on a computer. You will be provided with a laminated notepad and pen.
   
• No food, drink or medication is allowed unless it forms part of your adjustment plan.
   
• The software is functional but not particularly intuitive. There is no “back” button, and you cannot highlight or annotate.
   
• Breaks are only permitted if they form part of your agreed adjustments.
   

• SQE2 is sat at assessment venues such as hotels or hired centres.
   
• The written assessments are similar in structure to SQE1 and often follow the same rules.
   
• The oral assessments involve timed advocacy and interview exercises.
   
• You may be expected to stand during advocacy, unless this has been adjusted.
   
• The environment may be clinical or echoey. If you are sensitive to sensory issues, consider requesting ear defenders or a smaller room.
   
• Instructions will be provided on arrival, but timing is strict and there may be limited flexibility between stations.
   

• Do not assume you will receive the same adjustments as you had at university. Each request must be clearly justified and linked to how your disability affects you in an exam setting.
   
• Submit your evidence early and follow up if you do not hear back within the stated timeframe.
   
• Ask for a familiarisation visit if your anxiety is high or you need to know what to expect in advance.
   
• Use tools like spreadsheets to track your study and revision progress. You may wish to break each subject down into stages (prepare, engage, consolidate, test, flashcards).
   
• Make flashcards as you go, rather than leaving them until the end of the course. They are particularly helpful for active recall.
   
• For visual learners, diagrams can help simplify complex processes such as court appeals or procedures. Google Docs offers a basic drawing function that can be used to create flowcharts.
   
• Apply spaced repetition principles when reviewing material. Gradually increase the time between each revision session to support memory retention.
   
• Consider using a spreadsheet to log when you last reviewed each topic or flashcard.
  
   

• If something unexpected affects your performance on the day, such as illness, technical failure or administrative error, you can submit a mitigating circumstances form.
   
• You must notify an invigilator before leaving the test centre and submit the form within five working days (by 16:00 GMT) after your final exam.
   
• Evidence must be independent and specific (e.g. a medical certificate or death certificate).
   
• If your claim is accepted, your attempt may be discounted (allowing you to resit without penalty) or, for SQE2, individual affected stations may be removed from scoring.
   

• Ongoing health conditions or neurodivergence (these should be covered by adjustments, not MC forms)
   
• Misreading the timetable
   
• Job conflicts
   
• Travel delays or disruption
   
• Lack of preparation
   

• If your adjustments are denied or your MC claim is rejected, you can request a review.
   
• The first stage is an internal Kaplan review. If that fails, you may appeal to an independent reviewer.
   
• The review fee is £350 and the appeal fee is £850, although these fees are sometimes waived if the issue relates to a reasonable adjustment failure.
   

Even with a confirmed plan, many candidates encounter barriers. This section outlines the common problems raised by neurodivergent students who took part in our focus groups, alongside critical observations on how the current system works in practice.

The majority of participants in our focus group were concerned about how their neurodivergence would be accommodated during the SQE. Many felt anxious about whether their needs would be recognised and supported, particularly after hearing about other candidates whose adjustments were not applied correctly.

Several participants considered not taking the SQE at all due to these concerns. Some felt like they were being treated as “guinea pigs” due to the newness of the qualification and the uncertainty this created, especially for people who rely on routine and clarity.

Almost all participants applied for reasonable adjustments. However, two participants said they chose not to because the administrative burden was too high. For others, challenges included:

• Being told their diagnostic report was too old (over two years), even though their condition had not changed.
   
• Having to seek a new diagnosis or additional report at their own cost because NHS routes were too slow.
   
• GP letters being rejected due to lack of detail or because GPs refused to accept private diagnoses.
   
• Being asked to justify the need for each individual adjustment, rather than having trust placed in medical professionals.
   
• Lack of clarity on what constituted sufficient evidence. Some candidates only found out later that the SRA had published a policy.
   
• Universities and course providers were often unaware of the adjustment process and unable to provide accurate guidance.
   

There was a consistent feeling that the process was designed around a medical model of disability, with high evidentiary thresholds that created unnecessary barriers. In contrast, most universities accept diagnosis alone as sufficient to access support.

Several candidates said that Kaplan took a long time to respond to adjustment requests. Where evidence was considered “complex” or clarification was needed, Kaplan could take up to 20 working days to respond. However, participants reported waiting significantly longer in some cases, with limited updates or transparency around timelines.

This led to:

• Delayed exam bookings
   
• Inability to plan travel or study around confirmed dates
   
• Additional stress and uncertainty in the lead-up to assessments
   

Many candidates found that, even where adjustments were confirmed, they were not applied as expected on the day. Common issues included:

• No separate room being provided, even though one had been approved
   
• Bright lighting and noisy exam centres, especially for SQE1, where other exams were running at the same time
   
• Denial of basic adjustments such as over-ear headphones, water, or ADHD medication
   
• Distractions from people entering and leaving rooms mid-assessment
   
• Being seated near other candidates despite having sensory or concentration-related adjustments in place
   
• Extra time granted, but still insufficient to read and process complex or convoluted questions
   

Some candidates said that although the adjustments were technically in place, the overall environment remained stressful and inaccessible.

Several participants noted that the SQE format itself presented barriers:

• Questions were often longer and more convoluted than in practice materials, requiring sustained concentration and comprehension of nuanced language.
   
• Exams were long, with few breaks, which led to burnout and executive dysfunction.
   
• SQE2 in particular was seen as testing inherently neurotypical communication styles and short-term memory skills.
   
• Some candidates struggled to retrieve information under pressure, even with extra time or other adjustments.
   

There were multiple reports of disorganised or inaccessible centres, including:

• Being made to wait outside in the rain before being allowed in
   
• Inconsistent information about what could be brought into the centre
   
• Staff not being aware of approved adjustments or refusing to apply them
   

These experiences caused additional distress and undermined confidence in the process.

After the exam, candidates reported the following:

• Marking errors or confusion about results
   
• No clear point of contact to follow up with if adjustments had not been properly applied
   
• Uncertainty about how to challenge issues or whether this would affect future assessments
   

Many candidates described a lack of support during the period between sitting the exams and receiving results. This was particularly difficult for neurodivergent candidates, some of whom experienced severe anxiety, distress or burnout during this time. Some called for better pastoral support to be available from prep course providers or universities, especially given the intensity and structure of the assessments.

Our focus group participants and wider community feedback raise important questions about how the reasonable adjustments process operates in practice. Despite the wording of the SRA policy, many candidates found the process inaccessible, poorly explained and heavily reliant on medicalised justification. Examples include:

• The expectation that candidates provide not only a diagnosis, but a detailed explanation of how each adjustment would mitigate their individual disadvantage.
   
• The requirement for up-to-date, condition-specific, adjustment-specific evidence that exceeds what is typically required at university or under the Equality Act in other contexts.
   
• The absence of clear support or proactive guidance from Kaplan or the SRA on what candidates should provide.
   

We note that although the published policy states that many requests will be “straightforward,” this was not the experience of most neurodivergent candidates in our focus group.

We also note that several candidates reported being booked into centres far from home to access adjustments, only for those adjustments not to be implemented correctly.

There is a need for:

• Better training and accountability for centre staff
   
• Simpler evidence requirements, especially for lifelong or well-known conditions
   
• A social model-informed approach to accessibility that prioritises candidate experience