Supporting Neurodivergent Learners in Pharmacy Education: a Commentary

This commentary discusses the importance of embracing neurodivergent (ND) learners in pharmacy education, identifies barriers and gaps within current educational systems, and offers practical strategies to foster all-embracing and fair learning environments across didactic and experiential settings. Literature about ND learners in pharmacy education is limited. Despite legal requirements under the Americans with Disabilities Act and related legislation, institutions remain unprepared to support ND learners, with persistent gaps between policy and practice. Common reported barriers include deficit-based perspectives and misperceptions of ND, stigma surrounding disclosure, limited faculty and preceptor preparation, and insufficient or inconsistent accommodations. Inclusive frameworks such as Universal Design for Learning (UDL) and strengths-based approaches offer opportunities to facilitate inclusive learning environments. Experiential settings pose additional challenges due to fast-paced workflows, sensory demands, high expectations of multitasking and communications, and the absence of standardized processes for accommodation. There may be gaps in guidance and professional development for experiential preceptors, many of whom lack clarity regarding legal responsibilities and practical strategies to support ND learners. Pharmacy education can benefit from the unique perspectives, strengths, and problem-solving approaches of ND learners. However, systemic and cultural barriers continue to limit equitable inclusion. Intentional adoption of strengths-based perspectives, inclusive teaching strategies, and enhanced faculty and preceptor preparation are essential to creating welcoming learning environments and supporting a pharmacy workforce enriched by neurocognitive diversity.