Brief Report: Self-Reported Academic, Social, and Mental Health Experiences of Post-Secondary Students with Autism Spectrum Disorder

Abstract

Increasing numbers of individuals with autism spectrum disorder (ASD) are enrolling in post-secondary academic institutions. However, research indicates that post-secondary students with ASD are struggling more than their typically developing peers, with high rates of loneliness, anxiety, depression, and an increased incidence of dropping-out before completion of their degrees. The current study utilized an online survey to gain insight into the self-reported academic, social, and mental health experiences of post-secondary students with ASD. Participants reported high levels of academic comfort, but struggled with issues of isolation/loneliness and high levels of stress, anxiety, and depression. Of greatest concern, were the nearly three-quarters of participants who reported lifetime suicidal behaviors. Further analysis on collected data and implications of findings are discussed.

Academic and psychosocial characteristics of incoming college freshmen with autism spectrum disorder: The role of comorbidity and gender

“…Supporting findings from prior work, individuals with ASD self‐reported feelings of academic competence, and did not differ from typically developing peers in intellectual engagement [Jackson, Hart, Brown, & Volkmar, ]. However, more targeted academic support services may be required for individuals with ASD and comorbid LD and/or ADHD.…”

“…Many postsecondary students with ASD report feeling incredibly lonely and isolated while enrolled in postsecondary education [Anderson, Carter, & Stephenson, ; Anderson et al, ; Gelbar et al, ; Jackson, Hart, Brown, & Volkmar, ]. Interpersonal self‐confidence is one important component of social communication, and is associated with better communication skills and interpersonal problem solving skills [Erozkan, ], and when impaired, can result in greater interpersonal stress [Matsushima & Shiomi, ] and depression [Marton, Connolly, Kutcher, & Korenblum, ].…”

“…While a moderate level of stress can be productive and result in greater academic achievement [Cassady & Johnson, ], poor psychological health (e.g., depression, anxiety, and substance use) can result in lower academic achievement and decreased likelihood of postsecondary retention [DeBerard et al, ; Eisenberg et al, ; Anderson et al, ]. Postsecondary students with ASD consistently report feeling significantly depressed [Gelbar et al, ; Anderson et al, ; Jackson, Hart, & Volkmar, ] and stressed [Jackson, Hart, Brown, & Volkmar, ]. Despite the importance of psychological health, there is growing concern among the neurodiverse community that psychological health needs are not adequately addressed in postsecondary education [Gelbar et al, ], necessitating more thorough characterization of a large and representative population.…”

Diametrically opposed associations between academic achievement and social anxiety among university students with and without autism spectrum disorder

“…Newman et al [], however, reported that students with ASD had a lower likelihood of completing their degree (38.8%) compared to students from the general population (52.4%) and to those with disabilities in general (40.7%). Additionally, among studies describing the feelings of students with ASD, anxiety was most common, followed by loneliness, depression, and feelings of isolation from peers [Gelbar et al, ; Jackson, Hart, Brown, & Volkmar, ; White, Ollendick, & Bray, ]. In a survey study conducted in Australia, students reported an ability to cope with their academic workload but frequent struggling with mental health issues: anxiety (90.2%), depression (70.7%), and loneliness (61%) were reported as “moderate” to “big” concerns [Anderson, Carter, & Stephenson, ]; similar findings were reported among American students in another survey study [Jackson et al, ].…”

Evaluation of a Transition to University Programme for Students with Autism Spectrum Disorder

“…Recent reports suggest that although around half (46%) of autistic students have the intellectual potential (Centers for Disease Control and Prevention 2012) to attend higher education (Sanford et al 2011), the number of enrolment, retention, academic achievements, and employment rate following graduation is still relatively lower compared to students with other disabilities, as well as their typically developing peers (AGCAS Disability Task Group 2014; Gobbo and Shmulsky 2014;Lucas and James 2018). A recent report (Jackson et al 2018) also found in a sample of 56 autistic adults currently enrolled in post-secondary institutions in the US, UK, and Canada, around three quarters reported feelings of isolation, high levels of stress, anxiety, depression, and suicidal ideation, further highlighting the poor state of mental health for many autistic students when transitioning to university. Furthermore, completing post-secondary education often did not serve as a direct stepping stone for many autistic students, as participation in competitive part/ full-time employment is relatively poor.…”