Supporting Effective Transitions From University to Post-graduation for Autistic Students

Abstract

BackgroundThe number of autistic students graduating is increasing; however, little is known regarding their transition out of university. Understanding this transition is particularly pertinent with regard to the employment of autistic graduates. It is vital that we understand autistic people’s experiences of the transition and identify what support would be beneficial during this time.MethodThirty-four autistic graduates from the United Kingdom took part in a mixed-methods study exploring their transition experience. Both quantitative and qualitative questions were used to obtain in-depth information concerning participants’ experiences. Participants completed questions regarding their experiences and emotions in relation to the transition, the support they received for the transition, and their career and post-graduation plans.ResultsParticipants reported high levels of fear and low preparedness for the transition. They did not feel well supported in preparing for the transition or for their future career. In the 6 months pre-graduation, 59% of participants had accessed emotion-related transition support and 70% accessed career-related support. Post-graduation, one-third accessed emotion-related or career-related support. Perspectives on this accessed support were mixed, as were transition experiences. Additional support desired included preparation for life changes, career planning, employment accessibility, and autism-specific support. Advice for future students centered on forward planning.ConclusionThese results highlight the importance of supporting autistic students with the transition out of university. Service provision should be tailored to autistic students’ needs and support early planning for the transition.

Aspirations and accommodations for students with disability to equitably access higher education: a systematic scoping review

“…They believed that their time in university helped them acquire a variety of life skills, such as taking initiative and communication (Hadley, 2018;O'Byrne et al, 2019;Vincent, 2019). On the other hand, some reported lack of preparation for employment (Büscher-Touwen et al, 2018;Hewett et al, 2021;Lessy et al, 2021;Lucas et al, 2022). While organisation factors (career counselling and placements) were found to facilitate the transition to work, persons with autism found self-direction still difficult and therefore greatly appreciated the individualised support that was received through caring lecturers and mentors (Ule, 2017;Pesonen et al, 2021).…”

A scoping review of supports on college and university campuses for autistic post-secondary students

“…(Accardo et al, 2019a;Lei and Russell, 2021;Sefotho and Onyishi, 2021) • Lack of housing accommodations and independent living supports (Simmeborn Fleischer et al, 2013;Cullen, 2015; • Struggles with lack of routine and lack of structure (Lei and Russell, 2021) • Stressors from living situation (Cullen, 2015;Bolourian et al, 2018) Vocational • Employment and career support from peer mentors, tutors, coaches, faculty, DSO, and mental health staff (Gunn et al, 2017;Cheriyan et al, 2021;Pesonen H. V. et al, 2021;Ames et al, 2022) • Career services and career centers (Briel and Getzel, 2014;Barnhill, 2016;Cheriyan et al, 2021) • Career counseling and academic advising (Weiss and Rohland, 2015;Pesonen H. V. et al, 2021;Lucas et al, 2022) • Support with job-seeking skills (applying for jobs, resume writing, interview skills, etc.) (Retherford and Schreiber, 2015;Vincent and Fabri, 2020;Cheriyan et al, 2021;Munandar et al, 2021) • Internships or practicums (Pesonen H. V. et al, 2021) • Lists of autism-friendly employers or referral to autism related organization (Vincent et al, 2022) • Lack of employment supports, lack of awareness of existing supports, or existing supports were not helpful (Briel and Getzel, 2014;Pesonen H. V. et al, 2021) • Need for individualized, flexible, and targeted career assistance (Pesonen H. V. et al, 2021; • Lack of career guidance/training Lucas et al, 2022) • Transition to employment identified as a stressor (Van Hees et al, 2015;Bolourian et al, 2018;Ames et al, 2022) • Desire for support developing a disclosure plan for future employers…”

“…• Lack of supports for the life changes of transitioning out of university (aside from employment supports) (Lei and Russell, 2021;Lucas et al, 2022;Vincent et al, 2022) • Source of anxiety, avoidance, and loss (Vincent, 2019) Reliance on external sources…”

“…Interpersonal connection was noted as having the capacity to meet socioemotional and academic needs (Duerksen et al, 2021), and to facilitate navigation of disconnected services (Clouder et al, 2020). Often, a positive and collaborative interpersonal connection was highlighted in the literature as a successful strategy to encourage both formal and informal supports to better meet students' individual needs (Ness, 2013;Ames et al, 2016;Austin and Peña, 2017;LeGary, 2017;Roberts and Birmingham, 2017;Cho, 2018;Everhart and Escobar, 2018;Lucas and James, 2018;Thompson et al, 2018Thompson et al, , 2020Pionke et al, 2019;Accardo et al, 2019a;Bailey et al, 2020;Anderson, 2021;Cox et al, 2021;Lucas et al, 2022). Over time, positive quality of contact helps to engender a sense of trust to build a generative and helpful relationship (Everhart and Escobar, 2018;Pionke et al, 2019;Kim, 10.3389/feduc.2023.1179865 Frontiers in Education 14 frontiersin.org 2022).…”

Unshared Realities: A Rhetorical, Double-Empathy Perspective on Autistic University Students’ Lived Experiences of Academic Acculturation

“…Autistic students, however, encounter unique experiences in this pursuit as they participate as a minority group on campus with the majority of their peers and instructors being nonautistic (Gerstle & Walsh, 2011;Lucas et al, 2021;Prince, 2013). Some nonautistic instructors report experiencing challenges in working with the growing number of autistic students on university campuses (Alcorn-MacKay, 2010; Gelbar et al, 2014;White et al, 2016) and offer a variety of personal accounts of strategies which the instructors believe to have been helpful (Brown et al, 2014;Gerstle & Walsh, 2011;Jurecic, 2006Jurecic, , 2007Roberts & Birmingham, 2017).…”