Abstract
University academic success is influenced by a number of variables. One of the factors influencing both neurotypical and neurodiverse students’ academic success at university is their social life. Students that are neurodiverse, however, also face additional challenges in maneuvering through their social life in comparison with neurotypical students. This paper argues that academic success for neurodiverse individuals is significantly influenced by their experiences in university social life. The social model of disability is the theoretical framework used in this article to examine and understand the relationship between the experiences in the social life of neurodiverse university students and their academic success. This paper argues that to increase the level of support provided to neurodiverse students, all stakeholders must work together.