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Abstract

This article contributes significantly to the discourse on legal education by arguing that embracing neurodiversity not only enhances the learning environment for all students but also cultivates a legal profession that is truly reflective of societal diversity. Ultimately, neurodiversity should be embraced as an asset. By adopting inclusive practices, legal education can nurture the promise of ND students and improve outcomes for all. This article seeks to inspire a new paradigm that celebrates neurocognitive diversity’s contributions to the legal profession.

Neurodivergent (ND) students comprise approximately a quarter of the law school population, yet traditional legal education often fails to meet their needs. This article critically examines the prevailing challenges faced by ND students within legal education by identifying the inherent limitations of conventional teaching methods. We first examine ND students’ early educational experiences, including detrimental deficit-based messaging and pressures to conform. This context illuminates why many ND law students hide their authentic selves and remain reluctant to disclose needs. We then demystify neurodiversity and common ND cognitive traits to reveal how diverse minds process information and perceive environments. Finally, the article outlines specific strategies to build inclusion at institutional and instructional levels. Law schools can leverage strengths-based frameworks, universal design in curricula/spaces, neurodiversityinformed pedagogy, and diversity, equity, and inclusion (DEI) efforts. Faculty can employ techniques like teaching in knowledge chunks, incorporating professional identity formation across courses, and designing authentic learning activities.

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