Prevalence studies indicate that three in every 100 university students will be autistic. We know that many autistic students achieve high academic success (Gelbar et al. 2015), and that others start study but do not complete, and access to support appears to be a key factor in successful completion (Cage et al. 2020). The support needs of autistic students are multidimensional and require a comprehensive understanding of each autistic student's abilities, challenges and personality to determine needs and gain access to appropriate support services. Addressing support needs effectively necessitates a tailored approach encompassing academic, social, and mental health support. Unfortunately, support services are not distributed equitably between universities (Vincent et al., 2021).
One of the primary areas of concern for autistic students is the need for targeted academic support. Specialist tutoring support based on learning abilities and difficulties in areas such as executive function can significantly enhance their academic experience and achievements (Vincent et al., 2021).
Social integration is another critical aspect of support for autistic students. Research shows that social groups specifically designed for autistic students can help mitigate feelings of isolation and improve social skills (Vincent et al., 2021). Additionally, the concept of a "hidden curriculum"—the unspoken social rules and expectations within university settings—can pose challenges for autistic students who may struggle to navigate these complexities without explicit guidance (Tan, 2023). Mentorship programmes have emerged as a promising avenue for providing support to autistic students. Universities need to create and evaluate support services, with input from neurodivergent students, that facilitate social engagement.
Mental health support is also crucial, as autistic students often experience higher levels of anxiety and stress compared to their non-autistic peers, and autistic students have reported a lack of emotional support at university (Lambe et al., 2018). Student mental health services should be tailored to the needs of autistic individuals to help reduce anxiety and stress and improve overall well-being (Tan, 2023). Additionally, peer support programs have been identified as beneficial for mental health, allowing autistic students to connect with others who share similar experiences, thereby fostering a sense of community and belonging.
Another aspect of student support is the need for effective education of academic and other university staff as well as fellow students on the characteristics and needs of autistic students. Academic staff often report feeling unprepared to support autistic students adequately due to a lack of contemporary knowledge on autism (Kim, 2022). Discrimination and negative perceptions can lead to an autistic student feeling isolated, invalidated and anxious.
In summary, the support needs of autistic university students encompass a wide range of academic, social, and mental health considerations. By implementing targeted interventions and fostering inclusive environments, universities can significantly enhance the educational experiences and outcomes for autistic students.
In recognition of the importance of this topic for so many, and multiple requests, Michelle and Tony have created a new course, Autism and Tertiary Education [link], to be webcast on the 21st of February, 2025. The course is designed to assist autistic students in maximising their capacity for academic success and their lecturers and tutors. We explain the strengths and challenges autistic students commonly experience within a tertiary setting and strategies for themselves and the academic staff who teach them.
Cage et al. (2020) Research in ASD
Gelbar et al. (2015). Yale Journal of Biology and Medicine
Kim, S. Y. (2022). College disability service office staff members’ autism attitudes and knowledge. Remedial and special education, 43(1), 15-26.
Lambe, S., Russell, A., Butler, C., Fletcher, S., Ashwin, C., & Brosnan, M. (2019). Autism and the transition to university from the student perspective. Autism, 23(6), 1531-1541.
Vincent, J., Rowe, H., & Johnson, J. (2021). Parity of participation for autistic students: mapping provision across UK higher education institutions. Research in Education, 112(1), 20-38. https://doi.org/10.1177/0034523720981123
Tan, D. (2023). ‘it’s a symbolic violence’: autistic people’s experiences of discrimination at universities in Australia. Autism, 28(6), 1344-1356. https://doi.org/10.1177/13623613231219744
