Global Accessibility Awareness Day: Kathryn Burdon

Posted on May 15, 2025   by Microbiology Society

Global Accessibility Awareness Day is an annual event that aims to raise awareness on digital accessibility and inclusion for disabled people and those living with impairments. To mark the day, we caught up with member, Kathryn Burdon, to discuss their experience as a BSc student diagnosed with attention deficit hyperactivity disorder (ADHD) and autism spectrum disorder (ASD).

Could you tell us about yourself?

I’m Kathryn (she/they), a final year BSc (Hons) Biomedical Science student at the University of Plymouth, UK. I’ve just finished my dissertation project in marine biodiscovery with Dr Grant January and Professor Mat Upton, and I presented some of my results at the Microbiology Society Annual Conference earlier this year! Currently, I’m searching for PhD opportunities, and I’m hoping to progress my career in microbiology.

I was diagnosed with combined-type ADHD in October 2023 and level 1 ASD in July 2024. I have been in chronic pain for over a year, with no known cause at present. I am glad to be doing something to raise awareness of the need for inclusion and accessibility and, I hope, by writing this other neurodivergent or disabled individuals can feel less alone.

It’s Global Accessibility Awareness Day on 15 May 2025; will you be doing anything to raise awareness?

Honestly, I didn’t know Global Accessibility Awareness Day was a thing until taking part in this interview. As someone recently diagnosed with ADHD/ASD, other than having conversations with colleagues and friends, this is the first thing I’ve done to try and raise awareness! My final exams will be complete, so I’ll likely be celebrating, feeling proud to have finished my BSc despite being late-diagnosed neurodivergent and disabled.

As someone studying microbiology who has recently been diagnosed with ADHD and ASD, could you tell us about some of the challenges you have faced?

It's been really isolating and challenging at times. Throughout my childhood and most of my adulthood, I felt different and didn’t ‘fit in’. I have spent most of my life masking, suppressing my neurodivergent traits to fit into a neurotypical society which is, in one word, exhausting. Both at school and university, I struggled more than my peers, but I didn’t know why. I put it down to my own incompetence and it took a massive toll on my mental health. I felt like a failure.

When I first came to university, I was still undiagnosed and unaware that I had ADHD/ASD. Unlike school, where you study multiple subjects without much choice, at university I was studying something I loved - why couldn’t I pay attention in lectures or manage deadlines? I was in a constant state of overwhelm, leaving everything to the last minute and doing referral work over the summer to catch up. I was running a million miles an hour just to have a chance at crossing the finish line.

Receiving my diagnoses has been life changing as it’s helped me understand my weaknesses and work to my strengths. I’ve gradually been able to unmask, which has allowed me to experience the most amazing, life-long friendships I didn’t think were possible. I’ve let go of self-criticism and rewired my negative thought patterns. Now, instead of beating myself up for having a bad day, I let myself relax. I’m slowly embracing my strengths, valuing my resilience and ability to hyperfocus on things I am passionate about. I am creative and I think outside of the box, with a high attention to detail for noticing patterns others are likely to miss.

Before I was diagnosed, attending events such as the Microbiology Society Annual Conference would’ve seemed unimaginable as I was terrified of large crowds, public speaking and social interaction. Whilst it was still overwhelming and exhausting, with so much going on at one time, I was able to put accommodations in place and allow myself extra time to relax and recover.

What are some of the access requirements people living with ADHD and/or ASD might need that others may not have considered?

Personally, I value clear instructions or expectations, bonus points if these are written as well as verbal. A lot of my anxiety and overwhelm revolves around uncertainty and having clear expectations can reduce this anxiety, allowing me to perform better. This is true for expectations at work, but also in the context of meetings or conferences; knowing what to expect and having an agenda can really help. Having these instructions or expectations in writing means if I have struggled to concentrate or process the conversation, I can process it in my own time. Neurodivergent individuals may also need more regular breaks to prevent burnout.

However, it’s important to keep in mind that everyone is different, so if you know someone that’s neurodivergent, ask how you can help them feel supported!

You mentioned that you have also been dealing with chronic pain and I understand this is causing reduced mobility, do you find there are any differences in the way people treat your access requirements regarding your neurodiversity compared with your reduced mobility?

If I am honest, I am much more open about my neurodivergence than my chronic pain, probably because I fear people’s reactions! In recent years, there has been a significant increase in girls/women being diagnosed with ADHD/ASD, thanks to an increased awareness and changing public perceptions of what it means to be neurodivergent. It feels more accepted in society and there is less of a stigma compared to a decade or more ago, at least here in the UK, so I feel comfortable talking about it (although this hasn’t always been the case!). The support I have received from the University of Plymouth, UK, regarding my neurodivergence has been great, and the Microbiology Society Annual Conference was also accessible to my needs. We still have a long way to go, which is why raising awareness is so important, but I’m confident that we are going in the right direction.

On the other hand, developing chronic pain has come with a great deal of grief which I don’t think a lot of people talk about. I’m grieving the person I used to be, the things I used to be able to do and the ideas I had for my future. I still feel as though I’m in some stage of denial, so it’s not something I mention unless I absolutely must. Even then I might not, instead putting myself in situations I know will worsen my pain. When mentioning my access requirements, it’s not unusual for me to be brushed off as I’m young and I don’t look physically unwell.

If someone is brave enough to open up to you about their access requirements, listen to them, have sympathy and take action. It takes a lot of courage to speak out, and if they’ve opened up to you, often they are in desperate need of support.

Is there any advice that you would give to other neurodivergent or disabled people who are studying (or hoping to study) science?

Apply for Disabled Students’ Allowance (DSA) and put support in place as soon as you can, even if you don’t feel you’ll need it – you never know when you will. Unfortunately, I didn’t realise my struggles weren’t normal struggles that everyone experienced until halfway through my second year, but I still sought out support even when self-diagnosed. Anyone that’s been through the process before will know that the waiting lists for NHS diagnosis are very long; self-diagnosis is valid and don’t let anyone tell you otherwise! Lastly, and most importantly, be kind to yourself.

Do you think more needs to be done to support neurodivergent and disabled people studying or working in science?

I think a lot needs to be changed in the higher education system in general. I’m of the belief that exams based on memorisation and 2-hour lectures don’t work for anyone, let alone neurodivergent individuals. There’s also a lot of unspoken expectations in science which neurodivergent individuals can struggle with. However, given the right support and accommodations, neurodivergent and disabled individuals can thrive.

When and why did you first become interested in microbiology?

My course isn’t heavy on microbiology, so it wasn’t until I attended the University of Plymouth’s Postgraduate Research Showcase that I became interested in it! I then chose to do an elective microbiology module in my final year, as well as my dissertation project in microbiology. Now I couldn’t imagine myself doing anything else, I love microbes!

If you hadn’t decided to study Biomedical Science, what career path do you think you would you have chosen?

I have a lot of empathy, so all my previous career goals have revolved around helping others – whether as a doctor, psychologist, nurse or dietician. When I finished my A Levels, I worked for 2 years as a Healthcare Assistant throughout the COVID-19 pandemic to see if a career in healthcare was truly for me. I enjoyed the day-to-day variety, but it was mentally and physically draining; I realised I would prefer to help behind the scenes in a laboratory than be patient-facing. I’ve always loved science, and I think my skills and attributes are much better utilised in research.

You attended the Disabled and Neurodivergent Members Social at Annual Conference 2025, why do you think it’s important for the Society to provide opportunities for members to organise and attend events like this?

For me, it was nice to see the representation of disabled and neurodivergent individuals in microbiology. Sometimes you wonder if there is a place for you in science, but it’s nice to know you’re not alone and disabled and neurodivergent scientists are valued members of the community. I saw first-hand the Society’s commitment to making microbiology more accessible and inclusive. I felt empowered to actively support them in this mission; hopefully, I’ll be able to help organise next year’s event!

Find out more about the Society’s equality, diversity and inclusion initiatives.