Leading with Lived Experience: A Conversation with Associate Professor Matt Harrison

In the lead-up to the Dropping the Mask virtual conference on October 8, we sat down with Associate Professor Matt Harrison to explore the story behind the University of Melbourne’s Neurodiversity Project. Matt will be speaking at the conference about what it means to centre lived experience in leadership, and how trauma-informed, person-centred practices can create sustainable change in communities and workplaces.

As a neurodivergent educator and researcher, Matt brings both personal insight and institutional experience to this conversation. Interviewing him is Keshia Arbour, a member of the Neurodiversity Project’s staff advisory committee and a lived experience advocate working with organisations such as PANDA, the Royal Women’s Hospital, and the Australian Living Evidence Collaboration.

Matt Harrison pictured presenting with Keshia Arbour at the 2025 Melbourne University Professional Staff Conference

1. Matt, it’s always a pleasure to work with you—can you share what drew you personally to the Neurodiversity Project at the University of Melbourne?

Thank you—it’s always a pleasure working with you too. The Neurodiversity Project came about for two main reasons. First, I was part of a research team with Dr. Sarah Templey, Dr. Jess Riordan, and others, and our findings highlighted serious challenges faced by neurodivergent staff in one faculty. We felt a strong ethical obligation to act. Second, I received an email from the Vice-Chancellor about a student experiencing difficulties in their PhD. That opened the door for us to pitch a neurodiversity initiative, inspired by Stanford’s model but tailored to our context. I believe we’ve created something unique that supports neurodivergent students and staff across the university.

2. How does your own journey as a researcher and educator intersect with the themes of lived experience and authentic leadership?

As someone with ADHD, I’ve always seen the world a bit differently. Growing up, I realised that my perspective didn’t always match others’, and I’ve always loved connecting with people—especially through gaming. As a researcher and educator, I lean into a strength-based approach. What drives me is social inclusion: making sure people feel safe, happy, and like they belong. Authentic leadership, to me, means drawing on lived experience to lead and helping others do the same.

3. Can you give us a snapshot of the Neurodiversity Project—what it is, how it started, and what makes it unique?

The project is shaped by the priorities of neurodivergent students and staff. It focuses on four key areas: building community, enhancing inclusive teaching practices, promoting neurodiversity-affirming research, and providing affirmative action across the university. What makes it unique is the direct support from the Vice-Chancellor. That gave us the political license to ask tough questions and work across departments—including HR—which isn’t something most neurodiversity projects can do.

4. The staff needs analysis survey was a key part of the project—what were some of the most surprising or powerful insights that emerged?

One of the most surprising findings was that neurotypical staff wanted many of the same universal supports—like flexible work environments—as neurodivergent staff. It reinforced the idea that what’s essential for some is beneficial for all. Another key insight was that fewer than 50% of neurodivergent respondents had disclosed their identity to their line manager. That tells us people didn’t feel safe, and it’s a strong indicator of the culture at the time. We hope we’ve made it safer to disclose, but there’s still work to do.

5. How did you ensure that lived experience was genuinely centred in the design and execution of the project?

Sarah, Jess, and I are all openly neurodivergent. We also have a lived experience advisory group that spans faculties, institutes, and includes professional staff. That group helps ensure our objectives align with real needs. One area we’re looking to improve is engagement with neurodivergent students—we have ideas for that. But the advisory group has been key to keeping us grounded and accountable.

6. What have you learned about neurodiversity in organisational settings that you think other institutions—universities or otherwise—need to hear?

It all comes down to relationships. Policies and awareness days are important, but what really matters is empathy and inclusion within local communities—among colleagues and peers. Neurodivergent people feel safe and like they belong when they trust the people around them. I didn’t fully appreciate how critical that was until this project began.

7. What role did the advisory group (which I’m lucky to be part of!) play in shaping the project’s direction and outcomes?

The advisory group played both a governance and a sounding board role. It helped us stay aligned with community priorities and ensured our ideas were not just well-meaning but likely to succeed. The diversity of neurotypes—people with dyslexia, OCD, dyscalculia—gave us multiple lenses to ensure we were truly inclusive. It’s been a privilege to work with such a thoughtful and engaged group.

8. How do you see the findings influencing policy or practice at the University of Melbourne—and potentially beyond?

We’re seeing a real shift in confidence. Neurodivergent staff and their allies are now more vocal in calling out practices that aren’t inclusive. That’s shaping policy discussions—whether it’s about hot desking, sick leave, or broader strategic planning. The visibility of the Neurodiversity Project, especially with the Vice-Chancellor’s support, has positioned us as a leader. Other universities like UNSW, the University of Adelaide, and the University of Tasmania are looking to us and starting their own initiatives. We’re part of a higher education neurodiversity network, and it’s exciting to be learning from each other and sharing what works.

9. This conference is all about doing wellbeing and leadership differently—how does your work challenge conventional approaches to inclusion and mental health?

I hope it challenges the assumption that wellbeing is solely the individual’s responsibility. Too often, institutions overlook the hostile environments neurodivergent people are expected to work and study in. My focus is on environmental inclusion—creating conditions where everyone, neurodivergent or neurotypical, can feel safe, happy, and able to thrive. It’s about shifting the responsibility from the individual to the system and asking: how can we build spaces that support everyone?

10. What does authentic leadership mean to you, especially in the context of neurodiversity and lived experience?

To me, authentic leadership means being able to unmask—being honest, transparent, and vulnerable. It’s about having direct conversations about what’s working and what’s not, and being willing to say, “I don’t know,” or “I need help.” That kind of openness allows us to learn from each other, grow together, and challenge each other respectfully. It’s not just about leading—it’s about being real.

11. How did trauma-informed and person-centred practices show up in your work—and why are they so important?

Many neurodivergent people have intersecting identities and experiences that involve trauma. Trauma-informed and person-centred practices mean being empathetic, giving people agency, and letting them decide what support works best for them. In my work, that means allowing people to choose their own path and giving them space to tell me when I’ve got something wrong. It’s about listening, adapting, and respecting each person’s journey.

12. What’s next for the Neurodiversity Project? Are there any upcoming initiatives or collaborations you’re excited about?

There’s a lot happening! We’re presenting at the MDHS conference and other university events focused on entrepreneurship. I’m also a co-founder of Next Level Collaboration, a neurodivergent-led social enterprise that’s separate from the Neurodiversity Project but closely aligned in values. We’re also working on establishing a world-leading neurodiversity research centre at the University of Melbourne. We’re collaborating with our advancement and commercialization teams to make it a reality—so watch this space!

13. If you could offer one piece of advice to change-makers attending this conference who want to embed neurodiversity in their work, what would it be?

Listen to people with lived experience—and find ways to platform their voices. That’s the key. It’s not just about asking whether something is good or bad, but understanding what neurodivergent people want, and what neurotypical people want too. Create safe spaces where people feel comfortable speaking up. That’s how we build truly inclusive environments.

Closing Thoughts

Matt Harrison’s reflections offer a powerful reminder that inclusion isn’t just about policy—it’s about people. As we prepare for the Dropping the Mask virtual conference on October 8, we invite you to join Matt and other leaders in exploring how authentic, trauma-informed, and person-centred practices can reshape our workplaces and communities for the better.

This article was written by Keshia Arbour