Exploring the experiences and support for autistic students who have transitioned to a regional Australian university

Abstract

Objective: The transition to university is associated with significant changes for all students, including the autistic student population. This research aims to better understand facilitators and barriers for autistic students enrolled in university, their engagement with current supports, and recommendations to promote student wellbeing and satisfaction with university. Method: The project was codesigned with a member of the autistic community who contributed to the survey development. Thirty-three autistic students enrolled in an undergraduate psychology course completed an anonymous online survey which included the Autism Spectrum Quotient and a range of closed- and open-ended questions exploring participants’ engagement and satisfaction with supports offered through the university as well as barriers encountered in their university experience thus far. Data were analysed using descriptive statistics and content analysis. Results: Most participants felt that university provided appropriate academic supports, including reasonable adjustment plans, extra time on assessments/exams, and online materials. Only half of participants felt non-academic supports met their needs, and that counselling, financial assistance, and orientation days were most helpful. Barriers included not having a formal autism diagnosis, stigma associated with seeking support, a lack of sensory spaces, or being unaware of services. Conclusions: There are many unique factors to consider when providing support for autistic students which may contribute to additional challenges in their transition to university, as well as throughout their programme. Providing current mental health and academic support options may allow students to access appropriate accommodations, and universities are encouraged to recognise the autistic community’s strengths and implement neuro-affirming practices in and outside of the classroom.