Breaking Barriers: Academic Integrity and Neurodiversity

November 20, 2025

When we talk about academic integrity in universities, we often focus on preventing plagiarism and cheating. But what if our very approach to enforcing these standards is unintentionally creating barriers for some of our most vulnerable students?

My recent research explores how current academic integrity policies and practices can negatively affect neurodivergent students—those with conditions like ADHD, dyslexia, Autism, and other learning differences. Our existing systems, structures, and policies can further marginalize students with cognitive differences.

The Problem with One-Size-Fits-All

Neurodivergent students face unique challenges that can be misunderstood or ignored. A dyslexic student who struggles with citation formatting isn’t necessarily being dishonest. They may be dealing with cognitive processing differences that make these tasks genuinely difficult. A student with ADHD who has trouble managing deadlines and tracking sources is not necessarily lazy or unethical. They may be navigating executive function challenges that affect time management and organization. Yet our policies frequently treat these struggles as potential misconduct rather than as differences that deserve support.

Yet our policies frequently treat these struggles as potential misconduct rather than as differences that deserve support.

The Technology Paradox for Neurodivergent Students

Technology presents a particularly thorny paradox. On one hand, AI tools such as ChatGPT and text-to-speech software can be academic lifelines for neurodivergent students, helping them organize thoughts, overcome writer’s block, and express ideas more clearly. These tools can genuinely level the playing field.

On the other hand, the same technologies designed to catch cheating—especially AI detection software—appear to disproportionately flag neurodivergent students’ work. Autistic students or those with ADHD may be at higher risk of false positives from these detection tools, potentially facing misconduct accusations even when they have done their own work. This creates an impossible situation: the tools that help are the same ones that might get students in trouble.

Moving Toward Epistemic Plurality

So what’s the solution? Epistemic plurality, or recognizing that there are multiple valid ways of knowing and expressing knowledge. Rather than demanding everyone demonstrate learning in the exact same way, we should design assessments that allow for different cognitive styles and approaches.

This means:

  • Rethinking assessment design to offer multiple ways for students to demonstrate knowledge
  • Moving away from surveillance technologies like remote proctoring that create anxiety and accessibility barriers
  • Building trust rather than suspicion into our academic cultures
  • Recognizing accommodations as equity, not as “sanctioned cheating”
  • Designing universally, so accessibility is built in from the start rather than added as an afterthought

What This Means for the Future

In the postplagiarism era, where AI and technology are seamlessly integrated into education, we move beyond viewing academic integrity purely as rule-compliance. Instead, we focus on authentic and meaningful learning and ethical engagement with knowledge.

This does not mean abandoning standards. It means recognizing that diverse minds may meet those standards through different pathways. A student who uses AI to help structure an essay outline isn’t necessarily cheating. They may be using assistive technology in much the same way another student might use spell-check or a calculator.

Call to Action

My review of existing research showed something troubling: we have remarkably little data about how neurodivergent students experience academic integrity policies. The studies that exist are small, limited to English-speaking countries, and often overlook the voices of neurodivergent individuals themselves.

We need larger-scale research, global perspectives, and most importantly, we need neurodivergent students to be co-researchers and co-authors in work about them. “Nothing about us without us” is not just a slogan, but a call to action for creating inclusive academic environments.

Key Messages

Academic integrity should support learning, not create additional barriers for students who already face challenges. By reimagining our approaches through a lens of neurodiversity and inclusion, we can create educational environments where all students can thrive while maintaining academic standards.

Academic integrity includes and extends beyond student conduct; it means that everyone in the learning system acts with integrity to support student learning. Ultimately, there can be no integrity without equity.

Read the whole article here:
Eaton, S. E. (2025). Neurodiversity and academic integrity: Toward epistemic plurality in a postplagiarism era. Teaching in Higher Educationhttps://doi.org/10.1080/13562517.2025.2583456

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Sarah Elaine Eaton, PhD, is a Professor and Research Chair in the Werklund School of Education at the University of Calgary, Canada. Opinions are my own and do not represent those of my employer.


Bibliography of Equity, Diversity, Inclusion, and Accessibility Resources for Academic Integrity

September 12, 2025

This week I did an invited presentation for the European Network for Academic Integrity (ENAI) Integrity for All Working Group.

As part of my presentation, I shared this bibliography of resources that I’ve worked on over the past several years on academic integrity as it relates to equity, diversity, inclusion, accessibility, and decolonization. These topics have become increasingly important to me over the past half decade and it is more important now than it ever has been to elevate the importance of these topics, along with human rights and social justice, when addressing matters of student conduct.

This bibliography contains a list of academic integrity articles, presentations, and resources that focus on these topics. 

I’ve done my best to prepare this list according to APA 7 conventions, but please forgive any errors.

I aim to make as much of my content open access. If there is anything on this list that you cannot access, please contact me directly and I’ll see what I can do.

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Sarah Elaine Eaton, PhD, is a Professor and Research Chair in the Werklund School of Education at the University of Calgary, Canada. Opinions are my own and do not represent those of my employer.


Finding your Flair: Clothing Choice in School and Work

September 1, 2025

It’s the first of September and I am going to start the school year with a post that may be seem a little off beat for me. It’s about clothing. Specifically, it’s about the attire that we wear to school or to work.

When I was a young girl, after my parents separated I moved with my Mum back to her homeland of the UK where she could be closer to her family. I have written about this time in my life elsewhere, as it was formative in so many ways. I was enrolled in elementary school near where we lived. Like so many British and colonial schools, wearing a uniform was compulsory.

God, how I hated that uniform! It was comprised of a grey tunic dress, a while button-up shirt, and a tie.

I was a chubby kid and school uniforms are not meant for kids like me. It never fit properly and there was no way to fix that, at least not as far as I was told. It was scratchy, like a burlap sack. Being clumsy and uncoordinated, the worst part of the whole thing was the tie. I had to stand in front of the mirror for hours practising the sailor’s knot that I had to learn to do by myself. God, it was awful.

My mother let me know in no uncertain terms that I was not to complain about the uniform. She worked hard to be able to send me to a good school, and even though it may not have been the very best school, she sacrificed a lot so I could wear that prickly and irritating garb that I hated so much.

Even the labels had to stay because bits of the uniform had to have our names on them. That made it even worse. At least with “home clothes” as we would call them, Mum would carefully remove the sewn-in labels with a small pair of scissors. She did the same for her own clothes. The truth is, neither of us were very good at tolerating them. Oh, how clothes felt so much better without labels!

I spent most of my childhood wearing clothes that were chosen for me. Being a “chunky” girl meant there weren’t as many clothing options available to me. Besides, my clothing choices almost never met with approval because what I liked was too weird or I made choices based on how the clothes felt to me, rather than how they looked. As a result, I was usually told what to wear and there was no discussion about it.

As I grew up and moved through my teen years into my twenties, I started making my own decisions about what to wear. I would almost always gravitate toward black clothes. Not because I was into the goth movement or wanted to make any kind of particular fashion statement, but because they were practical. Firstly, black goes with everything. Secondly, being clumsy means that I spill things on myself far more than is socially acceptable and black clothes seem easier to clean.

I remember being told things by well-meaning folks such as, “But dear, navy would look so much better on you!” Or ‘Black is just so depressing!”

I resisted, in part because I could. I had spent years following other people’s rules about what was and was not acceptable to wear. When I could choose, I gravitated towards soft black clothes without labels or with labels that I could remove easily. To this day, my closet is filled with mostly black, with the odd bit of colour here and there.

When I was an assistant professor, I recall the start of one school year where a previous administrator said to me, “Well, summer is over now. We have to start dressing professionally again.” The ‘we’ in her commentary wasn’t a collective ‘we’. She was directing her comment at me specifically, since I was the only one in the room at the time. The ‘we’ was said in that righteous dowager Countess way that let’s you know that she did not approve and was giving me instructions.

Looking back, there was nothing at all wrong with my summer attire. My clothes were always clean and I was appropriately covered, but you see, that particular officious bureaucrat liked jackets… One always had to wear a jacket to be considered professional. Of course, the occasional twin set was acceptable, but only if it was some typically feminine shade of blue or pink, or maybe violet. I had spent the summer in short-sleeved shirts and trousers, which is pretty standard for me in the summer.

I don’t mind jackets and in fact, I wear them often. What I objected to was someone telling me, yet again, that my clothing choices were inadequate. That I was inadequate because of what I chose to wear… that in order to be successful, one needs to conform.

Well, let me tell you, wearing a uniform as a six-year old didn’t make me any better of a student in elementary school, just as wearing mostly black as an adult most of the time doesn’t make me depressing. I spent years, decades even, trying to accept that if clothes didn’t feel good that it was somehow my fault and I should just learn to live with it.

Now that I have achieved some modicum of success in my career, let me share a secret… I do my best work when I’m comfortable with what I’m wearing. When I don’t have to fuss with ill-fitting clothes, sharp labels or irritating seams, I’m less distracted. That frees up my mental, emotional, and physical energy to do my best work. Maybe you feel the same way? Let me be clear: clothes matter, but they don’t matter in the same way to everyone

This school year, I invite you to do two things. First, wear the clothes that make you feel good, whatever that means for you (without breaking any decency laws, of course). Second, when it comes to others’ clothes, keep your opinions to yourself. Bite your tongue and just don’t talk about it… not to the person’s face and not behind their back. Just get on with your own business. Say to yourself, “My job is to accept and appreciate others for who they are.” Full stop. Unless someone asks you for fashion advice, then keep your mouth shut. Maybe, just maybe, that person’s clothing choices are part of what helps them bring their best self to work or to school. If you let them be, you might just be helping to create an environment where they can thrive.

I intend to bring my best self to school this year and I’m going to do it with my own kind of flair. You’ll probably see me roaming around campus in wearing mostly black most of the time. Whatever I wear is going to soft and cozy free of those instruments of torture known as labels. Dress for success? Damn right I will. It’s going to be glorious!

References

Eaton, S. E. (2020). Challenging and critiquing notions of servant leadership: Lessons from my mother. In S. E. Eaton & A. Burns (Eds.), Women Negotiating Life in the Academy: A Canadian Perspective (pp. 15–23). Springer Singapore. https://doi.org/10.1007/978-981-15-3114-9_2 

Related posts

Radical Acceptance: A Framing for Advocacy and Equity, Diversity, Inclusion, Accessibility and Integrity Work

A Scholar’s Thoughts About Social Media and Blogging

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Sarah Elaine Eaton, PhD, is a Professor and Research Chair in the Werklund School of Education at the University of Calgary, Canada. Opinions are my own and do not represent those of my employer.


Inclusive Academic Integrity: A Holistic Approach to Ethical Learning for Everyone

November 15, 2024

Earlier this semester, I accepted a new leadership role in the Werklund School of Education as the Academic Coordinator of the Master of Education (MEd) graduate topic in Inclusive Education. (We are accepting applications the 2025-2026 academic year, in case you’ve been thinking about doing an MEd. It is a fully online four-course topic.)

This got me thinking about academic integrity through an inclusive lens. My interest in the connection between social justice, equity, inclusion, and accessibility goes back a few years. In 2022, I partnered with a Werklund graduate student in educational psychology, Rachel Pagaling, and Dr. Brenda McDermott, Senior Manager, Student Accessibility Services to write up a brief open access report on Academic Integrity Considerations for Accessibility, Equity and Inclusion.

A lot more work has been done in this area since we wrote that report. Professor Mary Davis has been a particular champion of this topic. Her 2022 open access article, Examining and improving inclusive practice in institutional academic integrity policies, procedures, teaching and support, is worth checking out. There is also an entire section of the Second Handbook of Academic Integrity (2024) dedicated to equity, diversity, inclusion, accessibility, and decolonization. 

We know that academic integrity is a cornerstone of both K-12 and higher education. We want to ensure that learning, assessment, and credentials uphold the highest ethical standards. However, as educators, we can — and should — consider how the principles of inclusive education can strengthen and complement our approach to academic integrity.

Inclusive education means ensuring that all students, regardless of their background, abilities, or learning needs, have equitable access to educational opportunities and can meaningfully participate. Thomas and May sum it up nicely when they say that being inclusive means “proactively making higher education accessible, relevant and engaging to all students” (p. 5).  Of course, the same thinking could be extended to K-12 education, too. Applying these inclusive principles to academic integrity means recognizing that diverse learners may express and demonstrate their knowledge in different ways. 

Inclusion is not only about students with physical disabilities, developmental disabilities, or neurodivergence, but rather it is about creating conditions where all students can thrive. Associate Professor Joanna Tai and colleagues have a great article on Assessment for Inclusion that helps us think about how to design equitable and rigorous.

In addition, Dr. Eliana Elkhoury has a great chapter on how to create, An Equitable Approach to Academic Integrity Through Alternative Assessment.

The point here is that by fostering an inclusive academic culture, we empower all students to bring their best selves to school and learn with integrity.

Beyond accessibility and cultural responsiveness, inclusive academic integrity also means actively addressing systemic barriers and implicit biases. If certain groups of students consistently struggle with academic integrity issues, it may reveal deeper inequities that need to be examined and addressed. In other words, we can look at the barriers to success, rather than the limitations of our students, as being the problem. As Juuso Nieminen and I have pointed out, even accommodations policies have an underlying assumption that students who need accommodations are out to cheat the system. 

If you’re interested in reading more about disability justice to inform your thinking, I highly recommend Doron Dorfman’s article on the fear of the disability con and Jay Dolman’s work on academic ableism.

The benefits of this holistic, inclusive approach to academic integrity are numerous. When students feel respected, supported, and able to succeed, they are more engaged and motivated. This, in turn, leads to better learning outcomes. Moreover, graduates who have internalized inclusive academic integrity will be better equipped to uphold ethical standards in their future careers and communities.

As educators, we have a responsibility to nurture academic integrity in ways that are inclusive, accessible, culturally responsive, and empowering for diverse learners. By applying the principles of inclusive education, we can transform academic integrity from a rigid set of rules into a collaborative, values-driven endeavor that brings out the best in our students and ourselves.

References

Davis, M. (2022). Examining and improving inclusive practice in institutional academic integrity policies, procedures, teaching and support. International Journal for Educational Integrity, 18(1), 14. https://doi.org/10.1007/s40979-022-00108-x 

Dolmage, J. T. (2017). Academic Ableism: Disability and Higher Education. University of Michigan Press. 

Dorfman, D. (2019). Fear of the disability con: Perceptions of fraud and special rights discourse. Law & society review, 53(4), 1051-1091. https://doi.org/10.1111/lasr.12437 

Elkhoury, E. (2024). An Equitable Approach to Academic Integrity Through Alternative Assessment. In S. E. Eaton (Ed.), Second Handbook of Academic Integrity (pp. 1261-1272). Springer Nature Switzerland. https://doi.org/10.1007/978-3-031-54144-5_135 

Nieminen, J. H., & Eaton, S. E. (2023). Are assessment accommodations cheating? A critical policy analysis. Assessment & Evaluation in Higher Education, 1-16. https://doi.org/10.1080/02602938.2023.2259632 

Pagaling, R., Eaton, S. E., & McDermott, B. (2022, April 4). Academic Integrity: Considerations for Accessibility, Equity, and Inclusion. http://hdl.handle.net/1880/114519

Thomas, L., & May, H. (2010). Inclusive learning and teaching in Higher Education. Higher Education Academy. https://www.advance-he.ac.uk/knowledge-hub/inclusive-learning-and-teaching-higher-education

Tai, J., Ajjawi, R., Bearman, M., Boud, D., Dawson, P., & Jorre de St Jorre, T. (Eds.). (2022). Assessment for inclusion: rethinking contemporary strategies in assessment design. Routledge. https://doi.org/10.1080/07294360.2022.2057451 

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Sarah Elaine Eaton, PhD, is a Professor and Research Chair in the Werklund School of Education at the University of Calgary, Canada. Opinions are my own and do not represent those of my employer.