University Students with Autism: The Social and Academic Experiences of University in the UK

Abstract

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Evaluating the Role of Autistic Traits, Social Anxiety, and Social Network Changes During Transition to First Year of University in Typically Developing Students and Students on the Autism Spectrum

“…Consistent with developmental literature, both autistic and TD students reported an increase in relative percentage Table 4 Step-wise linear regressions showing how changes in social network structure and perceived social support (from time 1 to time 3), and baseline characteristics (time 1) influence transition outcomes in typically developing students (n = 182) AQ-S Tot autism quotient-short total, SAS-A Tot M social anxiety scale-adolescent total mean, PSS perceived social support, Qty quantity, Qlty quality *p < .01 (Bonferroni corrected for multiple comparisons) of peers relative to family and other network members over time, as peers provide more functional support over the course of adolescence and adulthood when young people move away from home (Lee and Goldstein 2016). The current study found students on the autism spectrum established some new relationships with same aged peers at university (Barnhill 2016;Gurbuz et al 2019;Jackson et al 2018a;Morrison et al 2009). Given that prior literature found elevated levels of loneliness amongst students on the autism spectrum, it may be that they are not as satisfied with their SNS compared to TD students, and are unable to initiate social activities with peers, both of which were not directly measured and remain a future direction to be explored.…”

Understanding the factors that affect university completion for autistic people

“…Further, research examining autistic student's experiences of HE highlights social interactions as a specific challenge (Gurbuz, Hanley & Riby, 2019;Longtin, 2015;Knott & Taylor, 2014;Madriaga & Goodley, 2010). As well as opportunities to develop friendships with course-mates, autistic students may have to navigate relationships within student accommodation (Knott & Taylor, 2014).…”

“…Autistic individuals have sensory sensitivities meaning they can be hyper-or hypo-sensitive to different sounds, textures or sights (APA, 2013). These sensitivities can affect university due to the risk of sensory overload (Gurbuz et al, 2019;Van Hees at al., 2015). Academic staff are thought to be less aware of this aspect of autism (Knott & Taylor, 2014) therefore accommodations may be lacking.…”

“…There could be similarities in experiences, but research is needed to directly compare across the same measures in autistic and non-autistic people. Gurbuz et al (2019) compared the experiences of current autistic students to non-autistic students and found greater social and academic challenges, as well as higher prevalence of thoughts about withdrawing in autistic students.…”

Autism

“…Twenty six university students within the autism spectrum were compared with 158 neurotypical university students (from various universities within the uk) in a study in which they were asked to self-report their strengths and 'challenges' [23]. The challenges mentioned by autistic students concerned the need for guidance and clear instructions, not knowing how to pace, absorption in one subject, processing time, organizational skills, attention problems, group work and supervisor relationships, visualising abstract concepts, motivation/procrastination, critical/creative thinking and research/data analysis.…”