Positive Experiences in Postsecondary Education Among Autistic Youths in Hong Kong

Autistic students may encounter different challenges and barriers in postsecondary education, but many also experience growth and positive development. Little is known about the positive aspects of their postsecondary experience, especially in non-Western countries.

Thirty autistic students from universities and colleges in Hong Kong participated in individual semi-structured interviews. We asked them to describe their positive experience in postsecondary education, including their enjoyment, memorable events, gains, and positive aspects. We analysed interview data using thematic analysis.

We identified four major themes that depicted autistic students' positive experience in postsecondary education. Autistic students described effective teaching strategies and arrangements that could facilitate their learning and made postsecondary education settings more preferred than secondary school. They found different supportive people in the right niches, including peers, educators, and family members. They also developed themselves through participating in activities and learning experiences offered in postsecondary education settings, where they also found like-minded people. They regarded accommodations as something good to have but not always useful, and their user experience and effectiveness varied.

The findings highlight how autistic students can develop and thrive in postsecondary education. Recommendations are discussed for postsecondary institutions to create an accessible environment, provide enriching contexts, and support stakeholders to work with autistic students in ways that are conducive to their positive development. More research is needed to better understand how to support diverse autistic individuals in postsecondary institutions across different cultures.

Many autistic youths going into universities or colleges find postsecondary education challenging, but there are also successful cases who have positive experiences going through postsecondary education. We know very little about their positive and successful experiences.

This study aimed to explore the positive aspects of educational experiences in postsecondary education in autistic youths in Hong Kong.

We interviewed 30 autistic students studying in universities or colleges in Hong Kong about their experiences in postsecondary education. We specifically analyzed and highlighted the portion of interviews that described their positive experiences.

We found several themes that can describe the positive experiences of autistic students in postsecondary education in Hong Kong. Autistic students preferred the flexible teaching practices and free institution environments, especially compared with secondary school. Peers, families, professors, and professionals who are supportive, caring, and understanding were helpful to autistic students. Meaningful participation in activities typical of other postsecondary students could facilitate autistic students' personal growth. They also regarded academic accommodations as good to have, despite their unclear effectiveness.

We know more about elements and factors of postsecondary education that can contribute to positive development in autistic youths. This study highlights cultural considerations that are unique to Hong Kong but can also serve as a reference for postsecondary institutions in other cultures.

The findings from a sample in Hong Kong may not generalize to other cultures or countries. There may also be subgroup differences among youths in universities versus community colleges.

Our findings can provide positive examples to show that autistic students can become successful and enjoy postsecondary education. Autistic youths can be better prepared for postsecondary education by advocate for their needs being met to support their positive development.