One of the things students often find genuinely difficult is communicating their needs to academic staff. Whether it’s asking for an extension, explaining why you struggled in a seminar, or requesting adjustments to how feedback is given, these conversations can feel daunting.
Here’s how to approach them more confidently.
You don’t have to disclose your diagnosis
You are under no obligation to tell lecturers about your specific diagnosis. What you can do is describe the impact — “I find it difficult to process verbal information quickly in lectures” or “I need information presented in written form as well as spoken” — without necessarily labelling it.
Your disability services team will often communicate reasonable adjustments to academic staff on your behalf, which removes the need for individual conversations in many cases.
When you do need to speak to a lecturer directly
Email is often easier than a face-to-face conversation, particularly when discussing something sensitive. A brief, factual email is fine:
“I wanted to let you know that I sometimes find [specific situation] challenging due to a learning difference. I have a support plan in place with disability services — I just wanted to flag this in case it’s relevant going forward. I’m happy to discuss further if that would be helpful.”
Short, clear, no over-explanation needed.
Asking for extensions
Most universities have a formal process for extension requests, often through an extenuating circumstances procedure. Your disability services advisor or mentor can help you navigate this. You don’t need to justify yourself at length — the process exists for a reason.
If a conversation doesn’t go well
Not every lecturer will respond perfectly. If you feel your needs aren’t being taken seriously, your disability services advisor and your mentor are both there to advocate on your behalf.
You have rights. And you don’t have to fight for them alone.