What is the study about?

● Ulster University and the University of Galway are running a project entitled Atlantic Futures, with this study being one component of the research.

● The study is entitled “Testing digital mental health resources with neurodivergent young people: an acceptability, usability and implementation study”.

● We are looking for your views about various mental health apps and websites

Who is eligible to take part?

● If you’re 14–25 and have autism, ADHD, dyslexia, dyspraxia, or dyscalculia, etc and live on the Island of Ireland, you can take part.

● Access to a smart phone and internet

We are looking for your views about various mental health apps and websites that are designed to support young people’s wellbeing.

You do not need to have a mental health diagnosis to take part. We are interested in the experiences of neurodivergent young people using these tools for general wellbeing and support.

What would I need to do?

● Complete a short survey

● Choose one or more digital mental health tools to try out for 4 weeks

● Attend a group workshop (in-person or online) to share your feedback

● Complete a follow-up survey after 8 weeks

You would get up to £30/ €30 vouchers for taking part in this study.

★ Please note that for 14–17 year olds if you decide you want to take part, your parent/guardian must say it’s okay too and we will need their permission.

How do I take part?

To find out more or to register your interest in this study, please click the link below. https://app.onlinesurveys.jisc.ac.uk/s/ulster/signup-ndyp-14-17-afrs4-acceptability-usability-and-implement-1

If you have any questions, feel free to reach out to the research team → mcnulty_jm@ulster.ac.uk

Thank you,

[Jamie McNulty / The Atlantic Futures Research Team]

Jamie McNulty

Ulster University

https://app.onlinesurveys.jisc.ac.uk/s/ulster/signup-ndyp-14-17-afrs4-acceptability-usability-and-implement-1

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This research aims to delve into the experiences of children who exhibit patterns of rigidity in their thoughts and behaviors. The project seeks to accomplish this through parent/guardian ratings of their children. The primary objectives of this study revolve around the following questions:

● How does rigidity manifest in children?
● When a child’s rigidity is challenged (i.e., they are told or situationally required to be flexible), what happens to their anger, aggression, and irritability?

Literature has often linked rigidity in children to patterns of emotion regulation. In particular, flexibility is a crucial factor in successful emotion regulation, and poor emotion regulation in parent-child relationships tends to manifest in rigidity in both parties (Granic et al., 2012). In addition, Zakreski (2018) found that gifted children who are also rigid tend to make quick, emotion-laden assessments of situations. Furthermore, they are often strongly attached to their opinions and when challenged, can respond with anger, aggression, and irritability including outburst reactions and struggling to move on. Ghassabian et al. (2014) found that children who have a lower willingness to both engage with their environment and show positive emotions also have greater challenges with adapting to new circumstances. This means that rigid children are more at risk for developing socially-withdrawn behavior.

This research will utilize both qualitative and quantitative approaches, resulting in a mixed methods design to better understand the experiences of children who experience rigidity through the ratings of their parents. By exploring the impact of rigidity on anger, aggression, and irritability, valuable insights can be gained for those invested in children’s development, including parents, teachers, and health providers. Moreover, this study has the potential to inform the development and implementation of future research and interventions by helping to shed light on pathways between rigidity and dysfunctional emotion responses as well as potential strengths.

Olivia Liu

Antioch University Seattle

https://www.surveymonkey.com/r/MKPFKHF

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• Appendix-A-RRecruitment-Flyer-2-.pdf
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We want to create a collaborative working group to shape a new research project. We are looking for parents or caregivers of children aged 2-10 years to work with us to share their perspectives about the difficulties and successes faced when providing, preparing and/or sharing meals or eating experiences with a young autistic child. We are interested in social expectations, routines, and communication as well as food fussiness, sensory sensitivities, and more. We want to hear your thoughts and opinions about research questions and study design.

You will be asked to complete an online questionnaire, which will take 5 minutes. The questionnaire will ask questions about you and your autistic child and will include questions about any diagnosed conditions of you and your child. You will then be invited to join a group discussion to help form our research. This group will take place online and will meet three times. Each meeting will last no longer than 60 minutes and will be recorded.

You will be asked to collaborate with 3-5 other parents/caregivers to contribute to the design of an interview study. You will be asked your opinion about research questions, terminology, and materials. You will be able to participate verbally or via written communication.

Your contribution will help create a study design which examines the priorities of caregivers of autistic young children. You will improve understanding about the lived experience of caregivers of young autistic children in relation to mealtime eating behaviours.

Natalie Ellison

University of Reading

https://app.onlinesurveys.jisc.ac.uk/s/reading/consent-form-1

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• Study-advert.pdf
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Are you a parent of an autistic child, between the ages of 5-12yrs? Does your child play a team sport?

My name is Rebecca Kehoe Fitzpatrick and I am conducting research as part of my final year of Clinical Speech and Language Studies at Trinity College Dublin. My supervisor is Dr. Amy Connery.

This study hopes to explore parent’s perspectives on how communication differences shape an autistic child’s participation in team sports. This research will aim to discuss other barriers and facilitators to participation also.

If your child is
- autistic
- aged 5-12yrs
- plays team sports
- has no additional diagnosis of intellectual disability

Please contact Rebecca - kehoefir@tcd.ie - if you are willing to participate in a short interview (30mins).

I would really appreciate if you are willing to take part or help by sharing my study. Please direct any queries to kehoefir@tcd.ie . Thank you!

Rebecca Kehoe Fitzpatrick

Trinity College Dublin

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Much of the past research on autism has focused on the idea that autistic people struggle to empathise with others. However, more recent research has found that non-autistic people also often struggle to empathise with autistic people. As a result, autistic people often feel misunderstood, dismissed, or unsupported by others—even when they are experiencing strong emotions, increasing emotional strain and masking/camouflaging. A research team from the University of Reading (led by a late-diagnosed autistic researcher) want to know whether a 10-week compassion-focused mindfulness course, adapted specifically for autistic adults, is suitable, feasible to deliver, and effective in increasing mindfulness and self-compassion, reducing masking/camouflaging and distress in social-emotional interactions and improving mental health and wellbeing.

They are looking for autistic adults without an intellectual disability, who are 18 years old or above, speak fluent English and have a formal or self-diagnosis of Autism. You will need to have access to a device with an internet connection and be available to participate in the 10 weekly online sessions between Oct 26 and May 27. You will not be able to take part if you are currently experiencing a severe mental health crisis or are currently receiving intensive psychological treatment.

The study involves taking part in a 10-week online compassion-focused mindfulness programme, starting in either October 2026 or January 2027, with weekly 2-hour 15-minute sessions on Microsoft Teams. You’ll also be asked to complete questionnaires before, during and after the course, which should take around 30 minutes each time and can be done with breaks or support if needed. You’ll also be invited to an optional follow-up session 4 weeks later. Taking part is completely voluntary, and you can withdraw at any time.

For more information, please email Rachael Cheang: r.cheang@pgr.reading.ac.uk
or click the link to take part https://redcap.link/mcblc-aa

Rachael Cheang

University of Reading

https://redcap.link/mcblc-aa

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• poster.pdf
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Are you the parent of an autistic individual who has engaged in the persistent pursuit of another person during their life course? (Teenager or Adult)

I am conducting research to explore the lived experience of the parents and caregivers of autistic individuals who may have historically experienced difficulty developing and maintaining social and romantic relationships and may have committed stalking-type behaviours.

If you are 18+ years, a parent/caregiver of an autistic child/adult and have supported your child through difficulties with social and romantic relationships, I would like to offer you an interview to share your experience.

Your perspective matters and will help shape the knowledge of policy makers and frontline agencies who will work with and support autistic individuals whom are engaged in persistent pursuit (or stalking type behaviours).

Please email me at d.a.lodge@edu.salford.ac.uk to arrange an interview or enquire about more information.

Daniel Lodge

University of Salford

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I am conducting PhD research on the lived experiences of autistic individuals who have, in the past, experienced difficulties with social and romantic relationships and may have engaged in persistent pursuit or other stalking type behaviours. I (Daniel, the PhD researcher) engaged in the persistent pursuit (now known as stalking-type behaviours) of an ex-girlfriend when I was a late teenager and I got help and support. I recognised later in life the role that Autism Spectrum Disorder played in my behaviours and I have now made this my key research topic as an academic.
Are you aged 18+ years?
Had difficulties with social and romantic relationships in the past?
Think you may have been hyper fixated on a person or engaged in persistent pursuit of someone?

You could really help by taking part in a one-to-one online Microsoft Teams interview (45-60 minutes) and sharing your valuable and insightful experiences.

Your helpful insights into your own experiences could help shape the knowledge of researchers, policy makers and frontline agencies. This could result in support for autistic individuals in navigating social and romantic relationships. Your insights will also allow professionals to provide better support pathways for autistic individuals who have engaged in stalking-type behaviours.

Please email me at: d.a.lodge@edu.salford.ac.uk to take part in an online interview or ask for more information!

Daniel Lodge

University of Salford

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We are conducting a study to better understand Autistic Masking. This survey will be used to improve our understanding, educate autism service providers, and develop tools to help reduce the risk of negative outcomes associated with masking.

Deborah Moon

Endicott College

https://endicott.qualtrics.com/jfe/form/SV_b1kqZsky5wbY4Ci

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• Blue-and-Yellow-Professional-Finance-Job-Hiring-Flyer-2.pdf
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What is the aim of this project?

The study is designed to examine how thinking patterns and attention-related experiences may be associated with emotional reactions during interpersonal conflict.

The study will ask questions about everyday experiences related to attention, thinking patterns during disagreements, and emotional reactions in conflict situations. There are no right or wrong answers and no official medical diagnosis documentation is required to be provided.

Why have I been chosen?

You have been invited to take part because you are 18 years or older and English speaking adult and participant of communities related to ADHD symptoms.

Do I have to take part?

No, participation is optional. If you do decide to take part, you will be given the option to download a copy of
the information sheet HERE.

Prior to your research participation, you will be asked to provide consent. The research session will only proceed with your consent. If you change your mind at any point during the study, you will be able to withdraw your participation without having to provide a reason.

You can withdraw at any time before study completion by closing the screen. In addition, participants may withdraw their data until 31 October 2026 by contacting the researcher and providing your unique participant code.

No directly identifiable personal data (such as names or email addresses) will be collected. Responses will be stored under participant codes and will therefore be pseudonymised.

After 31 October 2026, participant codes will no longer be stored, and the dataset will become fully anonymous. After this date, it will no longer be possible to remove individual responses.

What are the possible risks of taking part?

There are no expected risks related to this project. However, some participants may experience mild emotional discomfort when answering questions about ADHD symptoms, cognitive distortions, and emotional experiences during interpersonal conflict.

The study examines only self-assessed symptoms and experiences. However, if at any point during the project you decide that you do not want to continue, we will stop the assessment.

What are the possible benefits of taking part?

While there are no direct benefits for participants, we expect for this project to contribute in theoretical implications such as expand understanding of emotional dysregulation and explore the relationship between cognitive patterns and emotional responses in interpersonal conflicts as well as practical implications such as support developing of interventions which target emotional regulation, maladaptive cognitions and social interaction. It may also help in the process of providing therapeutic approaches for individuals with elevated ADHD symptoms.

Will my information be confidential?

No directly identifiable personal information will be collected. Responses will be stored using participant generated codes and will therefore be pseudonymized.

There will be no way to be identified in any reports or publications that come out of this project.

Participant codes will be used solely for the purpose of possible data withdrawal until 31 October 2026.

Will you share my data with 3rd parties?

No. Data will be accessible to the project team at CITY College only.

What if something goes wrong, and I wish to complain about the project?

If you experience any problems with this project, please contact the Lead Researcher Dr. Kalliopi Megari kmegari@yorkeuropecampus.eu in the first instance. If you are still dissatisfied, please contact the CITY College’s Acting Data Protection Officer at ergen@york.citycollege.eu

Contacts:

Teodora Danova tdanova@york.citycollege.eu

Teodora Danova

City College, Europe campus of The University of York

https://forms.gle/XQosBejKU3JSaa2fA

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I am an MA student at the Norwich Institute for Language Education / University of Chichester and am seeking participants for a short (circa 6 month) study into the lived experience of autistic EFL teachers working in Germany.
This is currently an under-researched area, and my aim with this project is to open the conversation and hopefully pave the way for further work in the future.
If you:
Have a formal diagnosis of autism OR are awaiting diagnosis OR are self-diagnosed
Work with adult learners (face to face or online)
Are currently working in Germany
Are interested in contributing to research on accommodations in EFL contexts
I would love to hear from you!

The study will involve a short questionnaire, taking part in an online interview, and potentially keeping a journal online (confidential to you/ the researcher)

Kirstie Jackson Wilms

University of Chichester/Norwich Institute for Language Education

https://forms.gle/ZCHbehW8Y1deXo2h9

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I am currently seeking adult AuDHD participants to take part in a study for my MSc research project at the University of Derby. The study aims to explore the lived adolescent experiences of adults who received a diagnosis of both autism and attention-deficit hyperactivity disorder (AuDHD) after adolescence from a certified clinical professional.

This study involves talking to the researcher about your experiences during adolescence. These semi-structured interviews are designed to feel closer to a conversation than an interview and are expected to last around 60-minutes. The study aims to explore behaviours and patterns across accounts to understand the lived experiences of undiagnosed AuDHD individuals at this time, with the hope of identifying patterns that may have contributed to delayed recognition.

If you think you would be interested in taking part in this study, you can follow the link below for further information and to sign up.
Alternatively, you can contact the lead researcher if you wish to ask any questions or would like further information via email.

Thank you for taking the time to read this. I look forward to meeting everyone interested.

Danny Wharton

The University of Derby

https://sway.cloud.microsoft/1mNCdYQzKlGgc4r4?ref=Link

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• Appendix-D-Privacy-notice-and-GDPR.docx
• Appendix-C-Participant-Information-Sheet.docx

For my dissertation study, I am conducting a research study titled: Exploring Community Participation Among Children with Autism and Their Caregivers’ Mental Well-Being. This study has been approved by the Institutional Review Board (IRB). The purpose of this study is to explore the correlation between elementary-aged children with autism and their participation in recreational activities and how this, in turn, impacts the caregivers mental well-being. The information we learn from this study will be used to help professionals better understand parental mental well-being and how we can support families in engaging in their community.

To qualify to participate in this study, you must have a child with autism aged 5-11 (or in Kindergarten through 5th grade). There are four instruments used to measure this: demographic questionnaire, Assistance to Participate Scale (ASP), Participation and Environment Measure for Children and Youth (PEM-CY) and Depression Anxiety Scale-21 (DASS-21).

We anticipate this survey will take about 15 minutes to complete. This survey is confidential and voluntary. You may stop it at any time if you feel uncomfortable. You will be asked questions about your mental well-being which may cause you discomfort. The end of the survey will have a link to resources if needed.

Please contact me if you have any questions or concerns. Thank you for sharing this with your networks and considering participating if you qualify for this study.

Karli Johansen

Virginia Commonwealth University

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This study explores the relationship between gut health and mental wellbeing in neurodivergent and neurotypical adults. Digestive symptoms and mental wellbeing are closely connected through the gut–brain axis, but we still know very little about whether this link differs across neurotypes. This research aims to help fill that gap and inform dietetic and healthcare practice.
We are looking for adults aged 18+ — both neurodivergent (e.g. autistic, ADHD, dyslexia, dyspraxia) and neurotypical — to complete a short anonymous online survey.

Takes about 10–15 minutes
Fully anonymous and voluntary
No formal diagnosis required — just tick what applies to you
Open worldwide
Ethics approved by London Metropolitan University

The survey uses validated questionnaires on digestive symptoms, wellbeing and stress. Every response helps build a clearer picture of the gut–brain link across different neurotypes.
Take part here: https://forms.office.com/e/YPeV7Hnh5Y

Karol Lizeth Morillo Ospina

London Metropolitan University

https://forms.office.com/e/YPeV7Hnh5Y

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• Recruitment-Poster-PDF.pdf
• PIS-and-Consent-Form.docx
• Ethics-Form.docx
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Before beginning my doctoral research, I am looking for volunteers to join a Public and Participant Involvement and Engagement (PPIE) group to help shape my study, Exploring autistic young people’s experiences of Relationships and Sex Education (RSE) in England. The aim of the research is to better understand how autistic young people experience RSE and whether current provision in English mainstream schools meets their needs.

I am seeking autistic young adults aged 18 to 25, parents of autistic young people aged 9 to 16, and educators who deliver RSE in English mainstream schools. No previous research experience is required. As a member of the PPIE group, you will be invited to share your views and experiences to help inform the research before it begins. This may include providing feedback on the study design, research materials, recruitment strategies, interview questions, and the accessibility of the project. Your input will help ensure that the research is relevant, inclusive, and meaningful to the autistic community and those involved in RSE.

Participation will involve attending a small number of online meetings and/or providing feedback by email. All contributions will be valued, and reasonable adjustments will be made to support participation. By joining the PPIE group, you will have the opportunity to influence research that aims to improve understanding of autistic young people’s experiences of Relationships and Sex Education and help ensure that the voices of autistic people, families, and educators are represented throughout the research process.

Kirstin Williams

University of Plymouth

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PPIE-Contributor-Information-Pack-Sept-2026.pdf

The aim of this research study is to advance the understanding of ADHD symptoms during the menstrual cycle in relation to medicated ADHD and unmedicated ADHD.

ADHD symptoms, their intensity and impact on the individual will be compared within different cycle phases as well as compared between medicated and unmedicated individuals, to highlight the effects of the menstrual cycle on medicated and unmedicated ADHD symptoms.

The research study has one dependent variable: the intensity of ADHD symptoms and their impact measured by the ADHD Symptom and Side Effect Tracking Baseline Scale (ASSET BS) (Young et al., 2023), designed for clinical use and measuring the severity on a scale from 1 (no problem present) to 6 (severe impact). One of the symptoms is “Forgetfulness”, where the individual rates the symptom’s presence and impact from 1 to 6. The Side effect scale that is usually used in follow-up clinic visits will not be used in this study.

The independent variables are the intake of ADHD medication with two levels: medicated, including individuals who take the same dosage of ADHD medication daily and unmedicated, including individuals who do not take ADHD medication, and cycle phases with three levels: “the menstruation phase” days 1-5, “the mid-follicular pase” days 6-10, and “the late luteal phase” the 5 days before the menstruation (-5 to -1). The cycle phases grouping is based on Zaritsky et al. (2026) study. How do ADHD symptoms fluctuate between different menstrual cycle phases and how do fluctuations differ between individuals who take medication for their ADHD and those who are unmedicated?

Firstly, it is expected that the reported intensity of ADHD symptoms will increase during the menstruation phase and end-luteal phase compared to mid-follicular phase, regardless of medication status of participants.
Secondly, it is expected that the reported intensity of ADHD symptoms will be lower in medicated than unmedicated participants.

There will be an interaction between medication status, and menstrual phase, in that the effect of menstrual-cycle phase on reported ADHD symptom intensity will differ according to participants’ medication status (e.g. increases in symptoms during the menstrual and late-luteal phases, compared to the mid-follicular phase, will be greater among unmedicated participants than among medicated participants).

Previous studies suggest an increase of ADHD symptoms during the luteal phase (Osianlis et al., 2025). A recent study investigated whether the same occurs in individuals treated with stimulants (Zaritsky et al., 2026). However, no study directly compares ADHD symptoms fluctuations between medicated and unmedicated individuals. Hence, the purpose of this study is to investigate whether a difference of fluctuations in ADHD symptoms across the menstrual cycle exists between medicated and unmedicated individuals, to expand the understanding of menstrual cycles and ADHD symptoms, as well as help to build a foundation for improved treatment options for menstruating individuals with ADHD.

Alexandra Turpel

Arden University

https://forms.cloud.microsoft/e/B1uRrfkVZc

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Purpose: This study explores the way in which sensory experiences are described and conceptualized through language, particularly in relation to autism and synesthesia. This study is part of a PhD thesis conducted at the Complutense University of Madrid (UCM).

Procedures: You will complete a short questionnaire, including demographic questions and one open-ended question asking you to describe a sensory experience.

Participants: Adults (18+) with a formal autism diagnosis, who self-identify as autistic or suspect they may be autistic, who experience synesthesia, who experience both autism and synesthesia, or who experience neither.

Duration: Approximately 10-15 minutes.

Confidentiality: Responses are anonymous and used only for academic research.

Ethics approval: Approved by the Ethics Committee of the Complutense University of Madrid (UCM).

Verification code: 3257-4138-6B57P5A58-
7A58

Nerea Muñoz

Complutense University of Madrid

https://www.surveymonkey.com/r/RWJXRRQ

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Study Information
The study aims to understand whether perceived workplace inclusion relates to stress and burnout levels, to contribute to research on wellbeing in neurodivergent adults. It may also help support future efforts to make workplaces more inclusive.
 
What will participants need to do?
You will be asked to complete a short, anonymous 10–15-minute online survey including the Neurodiversity Scale (DNS-32), Workplace Inclusion Scale (WIS), Perceived Stress Scale (PSS-10), Burnout Assessment Tool (BAT-12), and a short demographics questionnaire.
 
Who can complete the study?
Participants must be aged 18+ and self-identify as neurodivergent. These include autism, ADHD/ADD, Dyslexia, Dyspraxia, Tourette’s, OCD, Dyscalculia, and other forms of neurodivergence. Participants must not have a formal clinical diagnosis of a neurodiverse condition or other medical diagnoses.
 
Ethics approval: Approved. 

Justine Halifax

University of Wolverhampton

https://shorturl.at/XCchC

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The study, titled “Factors Associated with Parenting Stress and Well-Being Among Parents of Autistic Children,” is open to parents and primary caregivers of autistic children. It involves an anonymous online survey that takes approximately 10–15 minutes to complete. The study aims to identify the personal, social, family-related, and financial factors associated with parental stress and well-being, with the goal of informing more appropriate support for autistic children and their families.

Mariya Levkova

Medical University Varna

https://forms.gle/sDgujEwTkLpZ5c4K9

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A diagnosis of autism in adulthood often represents a significant identity transition rather than a single clinical event. For many adults, an autism diagnosis prompts a process of reinterpreting past experiences and navigating new self-understanding. The aim of the study is to develop a grounded theoretical understanding of how adults experience and make sense of being identified as autistic as an adult, with particular attention to identity, life-stage, and post-diagnostic adjustment.
Research question: How do individuals formally identified as autistic in adulthood interpret and integrate the diagnosis into their lives over time?
Statement of significance: Existing studies highlight the complexities of being identified as autistic as an adult, including experiences of relief, grief, and barriers to assessment (Lilley et al., 2020; Punshon et al., 2009). This study builds on existing research and fills a critical gap by exploring the process through which autism is integrated into sense of self (or not). Through the development of a theory grounded in participants experiences, the outcome of the study may inform policy and clinical practice, particularly the post-diagnostic support for adults.

Colleen Burke

University of Limerick

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• Participant-Information-Sheet.pdf
• Recruitment-Poster_.pdf
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This study examines the acquisition and generalization of pivotal language skills using the SentenceWeaver, a computerized language training curriculum that instructs all the basic morpho-syntactic structures of English, as well as such pragmatics skills as contextually appropriate question-asking, verb-tense selection, and pronoun selection: core language challenges that often co-occur with autism and other related language disorders.

Participants will access the software-based program from their private computer or electronic device under the supervision of their parent/guardian by clicking on a link sent via email.

Participants will spend 20-30 minutes per day, 3-4 days per week at a computer accessing the software-based module. The program’s exercises require the participants to construct (via typing or clicking word buttons from a menu) sentences using nouns/pronouns and verbs/negated verbs in different tenses in response to verbal and picture prompts. The software program gives color-coded, linguistically-informed corrective feedback and requires the participant to fix and resubmit their response until it is error-free before they can move on to the next trial.

Eligibility criteria will include:
• Diagnosis of autism spectrum disorder and/or a related language disorder (determined via parental report)
• Basic mouse operating skills (determined via parental or teacher report)
• Parent or teacher report of difficulty with formulating questions, difficulty with verb tenses, or difficulty with pronouns.
The study will include school-aged (minor) individuals (i.e., 5 years to 17 years old).

Christina Vorndran and Katharine Beals

Drexel University

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Dear community,

We’re excited to share a new research opportunity: “Developing Community and Expert Consensus on Neurodiversity-Informed Approaches in K-12 Educational Settings.” (Principal Investigator: Lawrence Fung, MD, PhD, Associate Professor in the Department of Psychiatry and Behavioral Sciences at Stanford University)

This study hopes to create a practical and inclusive framework for neurodiversity-informed education—designed collaboratively with neurodivergent individuals, family members, and educators. By centering lived experience and educational expertise, we hope to build a more supportive and effective education model across different settings.

Participation involves:
● Completing an interest form
● Reviewing and signing a consent form/assent form
● Responding to a neurodiversity-informed education questionnaire
The overall time for active participation will be less than an hour.

Eligible participants are as follows:

*Eligible participants should currently reside in one of the following countries/region: United States, Canada, United Kingdom, European Union countries (Austria, Belgium, Bulgaria, Croatia, Republic of Cyprus, Czech Republic, Denmark, Estonia, Finland, France, Germany, Greece, Hungary, Ireland, Italy, Latvia, Lithuania, Luxembourg, Malta, Netherlands, Poland, Portugal, Romania, Slovakia, Slovenia, Spain and Sweden), Hong Kong, Taiwan

1. participants: neurodivergent individuals
(1) Age 13 or above
(2) Official or self-diagnosis of autism, ADHD, or dyslexia

2. participants: parents of neurodivergent individuals
(1) Parents of neurodivergent individuals
(2) The neurodivergent individual associated with the participant has a formal diagnosis of autism, ADHD, or dyslexia
(3) Age 18 or above

3. participants: educators
(1) Types of educators: teachers, paradeducators, staff, school administrators
(2) Current or past educator for individuals with autism, ADHD, or other neurodiverse conditions
(3) Age 18 or above

Please contact us at stanfordneurodiversitproject@stanford.edu if you have any questions.
We hope you’ll consider joining us in shaping a more inclusive future for neurodiversity-informed education.

Sincerely,
Stanford Center for Neurodiversity and Human Potential

Lawrence Fung, MD, PhD

Stanford University

https://redcap.stanford.edu/surveys/?s=DKW8APRJHM3CTTND

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The aim of the study is to understand how autistic young adults experience grief following a diagnosis of type 1 diabetes.

I'm conducting research into how autistic people experience grief surrounding a diagnosis of type 1 diabetes. I'm looking for individuals aged 18-26 who've had a diagnosis of autism and type 1 diabetes for longer than 3 months. You must also receive your diabetes care in the UK in order to take part.

(Individuals with a diagnosis of Asperger's also fit the research criteria).

The research includes an online interview conducted via Microsoft Teams. This is expected to take around an hour.

This research aims to benefit the diabetes community by understanding experiences of those living with type 1 diabetes and autism. The aim is to eventually get any findings published so that we can develop a deeper understanding of those living with these conditions. Due to the nature of the research methods, I understand this study may not be accessible for everyone wanting to take part. However, this area is under researched and I hope to conduct further research in the future to incorporate more experiences.

I am autistic myself and understand that an interview with someone you've never met could sound off-putting. I can provide the questions beforehand and work with you to make the process as easy for you as possible if you choose to participate. For example, providing breaks throughout if needed and having the interview question provided beforehand.

How will your data be handled?

Interviews will be recorded and transcribed. The transcriptions will then be analysed to explore autistic experiences of grief surrounding a type 1 diabetes diagnosis. Participants will have a pseudonym name so that they are unidentifiable from their data. Any data will be kept up to 7-years and stored on a University One Drive account. This is to allow for any publication. Any other data will be kept no longer than necessary which may be potentially be up until completion of programme of study.

After data analysis, the findings will be written up as a journal article and hopefully published.

If you're interested in participating or would like more information please respond to this thread or email the lead researcher:

j.mackenzie3@unimail.derby.ac.uk

After emailing me I will send you the research information and consent form to sign if you choose to do so. We can then arrange a suitable time and date for the interview. Participation can be removed up to 2 weeks after interview completion.

Participation is completely voluntary. Unfortunately due to resources we are unable to provide any compensation for taking part, however any participation will hopefully contribute to the understanding of grief surrounding a type 1 diabetes diagnosis in autistic young adults.

Thank you 🙂

Ethics approval for this study was granted on July 1st 2026. Ethics ID - ETH2526-4845

Jade Gray

University of Derby

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This research study forms part of the Lancet Psychiatry Series on ADHD, and is being led from the University of Melbourne. The study aims to investigate how adults with ADHD around the world experience and perceive stigma related to ADHD, and to compare these views within and between countries. We are specifically interested in looking at perceived stigma and internalised stigma.

We are very interested in including Ireland as part of this initiative, as this will help ensure that a broader range of perspectives are heard and represented in the findings.

The findings from this study will help inform strategies that promote ADHD understanding, reduce stigma, and improve support for people with ADHD worldwide.

To provide some key information about the study, it involves participants completing an anonymous online survey that takes around 10-15 minutes to complete. Eligibility includes adults (18+) who either have a formal diagnosis of ADHD or who suspect they are likely to have ADHD.

Professor David Coghill

University of Melbourne

https://q.surveys.unimelb.edu.au/jfe/form/SV_09c3hAZxOQIY6cC

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• Appendix-1-Poster-One.pdf
• Ethics-approval-letter-7-11-25.pdf

We are interested in understanding more about why some autistic people are more likely to experience PTSD and may experience more severe PTSD symptoms than non-autistic people. This research study explores autobiographical memory (our memories of personal life experiences) and whether differences in how autistic and non-autistic people recall everyday memories are linked to PTSD symptoms. We hope the findings will improve our understanding of why some autistic people may experience PTSD differently and ultimately contribute to improving support for people affected by trauma. The study has been granted ethical approval by the Central University Research Ethics Committee (reference: MS IDREC 2358569).

We are looking for people aged 18+ who are experiencing symptoms of PTSD to take part in an anonymous online questionnaire and a short memory-writing task. We will not ask for any information about memories related to your PTSD. The study should take approximately 30–40 minutes to complete and is anonymous. Both autistic and non-autistic people are welcome to take part, including those who self-identify as autistic.

For more information about the study and to take part, please see the link below.

Jasmine Wells

University of Oxford

https://oxfordxpsy.az1.qualtrics.com/jfe/form/SV_3UGt2hxfnjywndA

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• PTSD-in-Autism-Research-Participant-Information-Sheet.pdf

Hi everyone,
My name is Eesa Japal and I am currently studying for an MSc Psychology of Education at UCL. I am recruiting participants to take part in a study which examines demands on attention for female university students diagnosed with ADHD in higher education.

This project seeks to illuminate the academic experiences of women with ADHD and explore challenges associated with navigating higher education that may go unaddressed.

To participate, click on the link below to access the Qualtrics form which provides access to the ASRS-v.1.1 and Trail Making Tasks.

At the end of the survey, you will be notified that the researcher will contact you by email to arrange an interview at a time which suits you.

Participant criteria:

- Current or recently enrolled in a higher education programme within the past year

- Individuals who have a formal diagnosis of ADHD

- Female students only

- Aged 18 years or above

Procedure:

ASRS-v.1.1 checklist of ADHD symptom frequency
Online computerised Trail Making Test (Part A & B)
30-minute interview via Zoom
The ASRS-v.1.1 checklist includes 18 questions that ask how participants experience everyday tasks which participants respond using options ranging from “never” to “very often.” This task takes approximately 5 minutes.

The computerised TMT task requires participants to click on numbered circles in order in Part A. For Part B participants click numbered and lettered circles in alternating order. This task takes approximately 5–10 minutes.

A 30-minute interview will be arranged at your convenience through UCL Zoom which includes 8 questions.

Access the link for the Qualtrics user
https://qualtrics.ucl.ac.uk/jfe/form/SV_8HwZMFlbo7Eegbc
Required materials
Access to a laptop
Participation is entirely voluntary.

Personal data is pseudonymised and stored securely on UCL OneDrive. This study is for research purposes only and does not provide diagnosis.
Please contact me if you have any questions at eesa.japal-hand.24@ucl.ac.uk
Best regards
Eesa Japal

Eesa Japal-Hand

UCL Institue of Education

https://qualtrics.ucl.ac.uk/jfe/form/SV_8HwZMFlbo7Eegbc

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