Gaps in Support for Two Autistic Individuals in Adulthood: A Case Report

The transition to adulthood can leave autistic people without the educational, therapeutic, social, and community supports available earlier in life. Adults identified as autistic later in life may encounter a different but related gap, receiving a meaningful explanation for longstanding experiences without obtaining the practical support needed to pursue education, employment, relationships, or community participation. This report describes two autistic individuals whose different trajectories converged in a shared loss of continuity. A 19-year-old woman, identified as autistic in childhood, lost access to her special education school and autism-focused services after reaching their age limits. Approximately six months later, she developed depressive symptoms, anxiety, irritability, and reduced motivation. These concerns remitted with psychiatric treatment, but appropriate adult services remained unavailable. She subsequently enrolled in an online upper-secondary education program with daily assistance from her mother. A 26-year-old man withdrew from university after becoming increasingly overwhelmed by academic, organizational, and social demands. Following a period of depression, anxiety, reduced activity, and increasing social withdrawal, he underwent several mental health evaluations before being identified as autistic in adulthood. His emotional and functional status subsequently improved, but no formal pathway was available to support educational re-entry or provide individualized adult support. An opportunity provided through his church community facilitated his return to employment, where he had remained for approximately two years at the time of this report. These cases illustrate different pathways to the same problem: the loss or absence of coordinated support in adulthood. Clinical improvement or autism identification alone does not ensure access to education, employment, relationships, community participation, or greater autonomy. Adult support should therefore be individualized, responsive to changing needs, and oriented toward participation and autonomy rather than dependence. Support need not rely exclusively on healthcare services and may involve coordinated contributions from educational, employment, family, social, and community resources.