DISABILITY, NEURODIVERSITY, HEALTH AND ANTI-ABILITY: Adequate training, recognition of unseen and psychic illnesses, dedicated mentoring and more attention to fragile individuals are crucial for a better University.
We believe that the psychological well-being, not only of the student, but of any person, must be protected. The competitiveness to which the current university model pushes us, the stressful conditions to which we are subjected, due to the obligation to grind credits in certain deadlines in order to be considered worthy and thus continue our university course, represent a strong obstacle to the protection of this.
First of all, the competitive individualist model denies the existence of social factors on people’s lives, claiming that the achievement of personal goals depends only on willpower, erasing starting factors and material conditions. Instead, it is evident how the element of merit becomes an instrument of economic and social attribution, splitting students into well-defined classes and creating dynamics of competition, individualism and performativity that do not contribute to a healthy model of education.
DISABILITY, NEURODIVERGENCE, HEALTH AND ANTI-ADDICTION
In our schools and universities, psychological wellbeing is not considered important and conditioning for the educational life of l3 students, it is important that all those who feel the need for trained professional support for the protection of their mental health have the possibility to get the help they need.
That is why we demand:
- Adequate training for lecturers and staff on disability and neurodivergence from an anti-addiction perspective, in order to ensure confidentiality and dignity for all students, especially for those in the role of Diversity and Disability Manager.
- Recognition of chronic and invisible diseases, physical disorders (vulvodynia, endometriosis, pudendal neuropathy, etc.) and psychological disorders (anxiety, depression, post-traumatic stress, etc.).
- Further removal of architectural barriers in order not to marginalise people with motor disabilities.
- Structured and accessible tutoring with automatic recognition of compensatory tools.
- Enhancement of the listening space without seating limits for the entire student community.
- Guaranteeing and offering more attention to pregnant students.