For some neurodivergent students, generative AI is an access layer before it is a shortcut
A useful debate about AI in education has to make room for the student who is not trying to evade thinking. A new peer-reviewed qualitative study from King's College London observed 24 university students—12 neurodivergent and 12 neurotypical—completing an academic task with Microsoft Copilot, then held focus groups with 14 participants. Both groups used generative AI strategically, but neurodivergent participants explicitly described using it to manage energy and cognitive processing demands. In the neurodivergent focus group, some called it essential scaffolding for academic work. The same participants did not describe a frictionless solution. They raised tensions around authenticity and over-reliance, while the researchers reported that interface-design problems seemed especially difficult for users with executive-function differences. This is a small, qualitative sample. It cannot tell us how common these experiences are, whether grades improved, whether independent learning weakened, or how effects differ across diagnoses and courses. Its value is different: it reveals a policy category that blanket bans miss. For one student, AI may substitute for the work an assessment is designed to measure. For another, it may substitute for an avoidable barrier and make the actual reasoning visible. Institutions need assessments that ask students to explain choices, document AI use and demonstrate understanding, paired with accessible interfaces and human support. The goal should not be to label AI as accommodation or cheating in advance. It should be to identify what cognitive work the student must own and what scaffolding lets them perform it.