Silenced by the Mic: Rethinking Academic Excellence Through the Lens of Anxiety, Silence, and Neurodiversity
Year: 2023
Type: article
Abstract: Background: Traditional academic structures enforce a narrow definition of excellence reliant on rigid, standardized metrics that actively marginalize neurodiverse students (e.g., ASD, ADHD, and learning disabilities), exacerbating systemic anxiety and forcing self-silencing behaviors such as masking and autistic burnout. Methods: Utilizing a conceptual framework analysis, this paper synthesizes foundational literature in educational psychology to evaluate the structural friction between standardized pedagogy and neurodivergent cognitive processing. The analysis relies on established, evidence-based frameworks, primarily Universal Design for Learning (UDL) and clinical models of executive functioning. Results: The resulting conceptual typologies illustrate how high-stakes, timed assessments—which disproportionately penalize divergent processing—do not measure true intellectual capability, but rather stress tolerance. These environments trigger profound intellectual withdrawal and anxiety (affecting up to 41% of the student body), forcing silence as an active coping mechanism. Conclusion: To dismantle these systemic barriers, educational institutions and policymakers must urgently transition from rigid standardization to Universal Design for Learning (UDL) frameworks, ensuring that academic environments accommodate diverse cognitive architectures and actively neutralize the pressure of conformity.
Authors: James, Samuel Chibuike, Rodney, Sheníjah
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
Open Access status: green
OpenAlex ID: W7166317430