Abstract
Background: Developmental Coordination Disorder (DCD) is a common neurodevelopmental condition characterised by persistent motor coordination difficulties that negatively impacts daily functioning and participation across the lifespan. Despite a high prevalence (5-6%), DCD remains under recognised in adulthood, creating particular challenges in contexts requiring high levels of independent participation, such as higher education. Sex and gender are also important to examine, given their potential to influence the recognition, presentation and lived experience of DCD. However, there is a notable lack of research exploring how sex and gender identity may impact these experiences. Aims: This exploratory study aimed to investigate whether functional challenges and participation experiences differed according to sex and gender identity among higher education students with DCD.Methods: Data were collected via an online self-report questionnaire completed by 77 higher education students with DCD/dyspraxia across the UK and Ireland.Results: Findings indicate high levels of functional difficulty and participation restriction across the sample, with fatigue often reported as a consequence. Females with DCD were significantly more likely than males to report challenges related to gross motor skills (p<.05, d=.60) and executive function skills (p<.05, d =.60). Participants who identified as a gender minority reported a higher incidence of difficulty with fine motor skills (p<.05, d=–.63) and executive function (p<.05, d =–.60) compared to cisgender participants. Conclusions: Findings indicate that students with DCD experience persistent functional challenges that restrict participation in higher education. Experiences and support needs may also differ based on sex and gender identity.