Social Skills in Higher Education:

Evidence from Neurodivergent and Neurotypical University Students

Abstract

The study evaluated differences in social skills between neurodivergent university students (with ADHD and/or ASD) and neurotypical students. The sample included 120 students, equally divided between the groups, with an average age of 19.90 years. The Social Skills Inventory 2 (SSI-2) measured five factors: assertive conversation, affective-sexual approach, expression of positive feelings, self-control/coping, and social resourcefulness. Neurodivergent students presented significantly lower scores in assertive communication, while the other dimensions did not show significant differences. The results indicate that compensation strategies can mitigate disparities, masking differences in other social skills. Despite this, specific deficits highlight the need for inclusive communication and social adaptation interventions. These results affect inclusive educational policies and institutional strategies for adaptation and academic success. Future studies should explore adapted interventions and cultural contexts to expand support for these students.