Academic Delay of Gratification (ADOG) is essential for academic success, but its effectiveness among neurodivergent students compared to neurotypical peers remains underexplored. This study examined 82 first-year psychology students in the UK, comparing 41 neurodivergent individuals who self-identified as neurodivergent, with 41 neurotypical peers, matched by age, gender, socioeconomic status, and general anxiety levels. Participants completed assessments of ADOG and executive functions (EFs): inhibition, emotional regulation, and planning/organisation. Contrary to expectations, self-identifying neurodivergent students demonstrated stronger ADOG abilities than their neurotypical counterparts, although this difference was not statistically significant. Furthermore, group membership was the only significant predictor of ADOG performance, even when EFs were controlled for. These findings suggest that lower academic achievement among self-identifying neurodivergent students cannot be attributed solely to difficulties in delaying immediate gratification for future academic goals.

Keywords: Education, neurodiversity, academic delay of gratification, executive function.