Research into autistic students and post-secondary education yields insight into how institutions and faculty can foster more welcoming spaces, and tips for students navigating campuses.

Authors:

Megan Ames
Associate Professor, Psychology, University of Victoria

Carly McMorris
Associate Professor of Education, University of Calgary

Excerpt:

With the prevalence of autism increasing in recent years, more autistic people are attending college and university. (There are different ways to identify in the autistic community, with some people prefering to call themselves “autistic” rather than “a person with autism;” we’re taking the former approach).

Recent data suggest one in 50 Canadian children and adolescents are diagnosed with autism.

Autistic students bring many strengths, such as creativity, focus and original thought to academic settings, but research shows they’re underrepresented on post-secondary campuses and face diverse barriers and challenges to success.

They also tend to have lower graduation rates than their non-autistic peers. This may be, in part, because autistic students face unique and systemic barriers in the academic setting, including a lack of access to autism-specific supports, sensory challenges and mental health difficulties.

In this analysis, we offer recommendations to best support autistic students on post-secondary campuses, based on our own and others’ research on autism in higher education, and with input from two autistic students.

Katherine (she/her) is a fourth-year undergraduate student completing her honours degree with research interests in autism, psychology and anthropology. Kai (any/all) is a recent graduate who completed their honours degree in psychology and who continues to engage in autism-related research, including as a co-author of our recent review of the research on autism in higher education.

Katherine and Kai were invited to collaborate on this article given their involvement in the lab of Megan Ames (the first author of this story) at the University of Victoria.

The lab pursues youth and community engaged research practices, including around autism in higher education. We interviewed each for approximately half hour with questions related to their experiences in post-secondary and their advice for new students. Both agreed to have their first names included here and have reviewed the article prior to publication.