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Inclusive Preparation for Neurodivergent Vivas

A Framework for Neurodivergent Preparation

Introduction

Oral assessments, including Vivas, are often experienced as unpredictable, performative and emotionally intense. For neurodivergent students, these formats may present unique challenges related to sensory processing, cognitive pacing and relational dynamics. This framework offers an inclusive approach to viva preparation, one that centres emotional safety, adaptive rhythm and self-defined presence. It invites students and educators to reimagine oral assessments not as tests of performance, but as opportunities for dialogue, clarity and care.

1. Begin with What You Need: Cultivating Self-Awareness and Safety

Effective preparation begins with self-awareness. Neurodivergent students are encouraged to reflect on the conditions that support focus, confidence and emotional regulation. This includes identifying sensory preferences, cognitive pacing and environmental needs.

Reflection Checklist

  • Reflect on sensory, cognitive and emotional needs
  • Consider environments that support clear thinking and calm presence
  • Acknowledge specific challenges associated with oral assessments

Reflective Prompts

  • “I feel most confident when…”
  • “One thing I need to feel safe in a viva is…”

For guidance on requesting adjustments and preparing for oral assessments, visit the Disability and Learning Support Service – University of Edinburgh.

2. Clarify the Format and Expectations: Demystifying the Viva Process

Uncertainty can amplify anxiety. Students are encouraged to clarify the structure, timing and interpersonal dynamics of their viva. This includes identifying examiners, understanding question formats and requesting accommodations where appropriate.

Preparation Checklist

  • Review the structure and duration of the viva
  • Identify who will be present and their roles
  • Request adjustments or support as needed

Reflective Prompts

  • “My viva will include…”
  • “I’ve prepared by…”

Clear expectations foster emotional safety and support strategic rehearsal.

3. Prepare Your Responses with Rhythm: Structuring for Cognitive Ease

Neurodivergent thinking often benefits from structured rehearsal, visual scaffolding and intentional pacing. Students are encouraged to prepare using modular techniques that support clarity and reduce overwhelm.

Rhythm Checklist

  • Create cue cards, visual summaries or mind maps
  • Rehearse with someone attuned to your communication style
  • Build in rest periods and pacing strategies

Suggested Preparation Rhythm

  • 20-minute focused review sessions
  • Visual summaries of key chapters
  • Practice questions with gentle feedback

For inclusive learning strategies, explore Accessible and Inclusive Learning – University of Edinburgh.

4. Use Language That Feels Like You: Communicating with Confidence and Clarity

Oral assessments are conversations, not performances. Students are encouraged to prepare language that reflects their voice, values and cognitive rhythm. This includes practising ways to pause, clarify or redirect questions with confidence.

Language Checklist

  • Prepare phrases that support pausing or clarification
  • Practise explaining complex ideas in accessible terms
  • Consider how to express uncertainty with assurance

Reflective Prompts

  • “One phrase I’ll use to buy time is…”
  • “One phrase I’ll use to redirect a question is…”

For support in speaking clearly and self-assuredly, visit Academic Confidence – University of Manchester.

5. Invite Support and Feedback: Building a Spiral of Care

Preparation need not be solitary. Students are encouraged to build a support spiral that includes mentors, peers and rituals of care. This may involve rehearsal partners, recovery spaces and feedback plans that honour emotional rhythm.

Support Checklist

  • Ask a trusted peer or mentor to support rehearsal
  • Create a post-viva ritual for decompression
  • Plan how to receive feedback with emotional safety

Suggested Support Spiral

  • A rehearsal partner familiar with your communication style
  • A quiet space for post-assessment recovery
  • A feedback plan aligned with your emotional pacing

For inclusive academic support, consult Student Support Services – University of Manchester.

6. End with a Thought That Lingers: Reimagining the Viva as Dialogue

Oral assessments can be reframed as relational exchanges. Writers may choose to close their preparation with a question, metaphor or quiet provocation that invites return, reflection and systemic change.

“What might change if every viva were designed to honour neurodivergent minds, not just assess them?”

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