A Co-Produced Qualitative Exploration of Autistic Experiences at an Irish Higher Education Institution

Abstract

Background: This co-produced study explores the experiences of autistic students regarding their transition to and enrolment at an Irish Higher Education Institution (HEI). Autistic student's experiences of belonging, acceptance and support were explored, and the study was collaboratively conducted by autistic and non-autistic researchers at all stages of the research. Methods: A sample of autistic student participants (n=14) took part in flexible semi-structured interviews. Results: The findings of this study reveal diverse experiences across the participants in higher education, emphasising the need for inclusive approaches recognising autistic neurology and differences to support belonging and acceptance in university. The transition experiences for some participants were challenging with a lack of personalised and flexible support leading to anxiety and a lack of predictability. Participants also identified a range of challenges and barriers they experienced while navigating college life. These included learning environments they experienced as hostile due to sensory challenges on campus, a lack of understanding regarding autistic neurology among university staff and peers, inconsistency and inflexible pedagogical approaches used by academic staff, and stringent requirements to access disability support services. These barriers often led to students being unable to access support or choosing not to disclose their autistic status. Participants also found socialising and developing relationships with non-autistic peers challenging but reported that autistic student community groups, such as the neurodivergent society, were a very positive factor in supporting well-being, social acceptance and a sense of belonging. Other supports were specialist support staff, such as the Autism-Friendly coordinator and occupational therapist at student services. Discussion: The study highlights the importance of early guidance, systemic integration, and increased awareness among university staff. It underscores the role of structural support systems like DARE and Autism University Support Coordinators in easing transitions and supporting predictability and acceptance.