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Thriving… or Just Surviving? Autistic Journeys in Higher Education
Chiara Horlin1, Katie Almond2, Alex Bowen2
1School of Psychology and Neuroscience, University of Glasgow, 62 Hillhead Street, Glasgow, G12 8QB, UK. chiara.horlin@glasgow.ac.uk.
Current Psychiatry Reports
|November 7, 2024
Summary
Autistic students and staff face challenges in higher education due to inconsistent support and potential discrimination. The higher education environment often presents barriers, requiring significant effort to overcome for autistic individuals.
Area of Science:
- Neurodiversity studies
- Higher Education research
- Disability inclusion
Background:
- Autistic individuals are increasingly participating in higher education as students and staff.
- Understanding their experiences is crucial for fostering inclusive environments.
- Recent research (2021-2024) highlights persistent challenges.
Purpose of the Study:
- To synthesize recent research on the experiences of autistic individuals in higher education.
- To identify key challenges and support needs.
- To inform strategies for improving inclusion.
Main Methods:
- Systematic review of literature published between 2021 and 2024.
- Synthesis of qualitative and quantitative findings on autistic experiences in higher education.
- Analysis of personal narratives and institutional support structures.
Main Results:
- Autistic students and staff report a lack of flexible, personalized support.
- Disclosure of autism presents a tension between potential benefits and risk of discrimination.
- Significant barriers to access and "flourishing" persist within higher education.
- The higher education system is often inherently challenging for autistic individuals.
Conclusions:
- Higher education institutions require systemic changes to better support autistic students and staff.
- There are missed opportunities for enhanced social, emotional, and practical support.
- Creating a truly inclusive higher education environment necessitates addressing inherent systemic hostility.
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