The ‘High Achievers’ project: an assessment of the support for students with autism attending UK universities

Chown, Nick; Baker-Rogers, Joanna; Hughes, Elizabeth; Cossburn, Kleio; Byrne, Pam

doi:10.1080/0309877x.2017.1323191

Cited by 30 publications

(71 citation statements)

References 8 publications

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“…This has international import given that increasing numbers of autistic students are enrolling in and completing university courses. The Higher Education Statistical Agency (2015) reported a 400% rise of autism spectrum condition disclosures to UK institutions compared to 2003/4 data, and more recently, Chown et al (2018) reported an average of 55 autistic students per institution, with some catering for up to 200 students. In the United States, studies suggest that up to 45% of the approximately 550,000 autistic children who will be transitioning into adulthood over the next decade are expected to enrol in a university, college, or technical/vocational school (Jackson, Hart & Volkmar 2018).…”

Section: Introductionmentioning

confidence: 99%

Employability for UK University Students and Graduates on the Autism Spectrum: Mobilities and Materialities

Vincent

2020

Scandinavian Journal of Disability Research

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This article examines the transition from higher education to employment for autistic university students and recent graduates. This study has particular significance given that increasing numbers of autistic young people are entering higher education across the globe yet employability outcomes are typically some of the worst of any disabled student group. The article draws on qualitative data from twenty-one semistructured interviews with autistic students and graduates and sixteen focus groups with 58 community stakeholders, including parents, public servants, university careers advisors and disability support workers. Analysis of these data, through a mobilities paradigm, indicate four themes (1) employment (im)mobilities; (2) inaccessible recruitment processes; (3) embodied materialities and employment; and (4) resourcing employment mobilities. The article makes a significant contribution to the field in arguing that autistic graduates are at a disadvantage in terms of accessing meaningful employment and indicating the human and non-human actors and actants that influence their outcomes.

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Section: Introductionmentioning

confidence: 99%

Employability for UK University Students and Graduates on the Autism Spectrum: Mobilities and Materialities

Vincent

2020

Scandinavian Journal of Disability Research

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“…In 71.9%, the graduation rate of all students exceeded that for AS, in 26.3%, it was reversed, and in 1.8%, it was equal. 5 However, the timing of educational challenges of AS 6 and therefore when interventions would be appropriate and beneficial to AS is unknown. Since students with study delays in their first year are more prone to dropout or to take more time to graduate, it is essential to analyze first-year education outcomes.…”

Section: Introductionmentioning

confidence: 99%

“…10 Although the body of research on students' attainment in higher education is growing, sample sizes are typically small, formal ASD diagnoses are limited, 11 and outcomes are often only self-reported. 5,[12][13][14] Furthermore, administrative data sets on student progression or first-year retention on an institutional level are mostly unavailable. 5 Consequently, longitudinal studies on study progression over time of AS in comparison to their peers are absent.…”

Section: Introductionmentioning

confidence: 99%

“…5,[12][13][14] Furthermore, administrative data sets on student progression or first-year retention on an institutional level are mostly unavailable. 5 Consequently, longitudinal studies on study progression over time of AS in comparison to their peers are absent. Studies often do not control for substantial differences in sample sizes, demographics, prior education, and previous education outcomes.…”

Section: Introductionmentioning

confidence: 99%

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First-Year Progression and Retention of Autistic Students in Higher Education: A Propensity Score-Weighted Population Study

Bakker

Krabbendam

Bhulai

et al. 2020

Autism in Adulthood

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Background: Autistic individuals' enrollment in universities is increasing, but we know little about their study progress over time. Many of them have poor degree completion in comparison to students with other disabilities. However, longitudinal studies on study progression over time of autistic students (AS) in comparison to their peers are absent. It is essential to study AS outcomes during the first year, controlling against the results of students without disabilities. Methods: This preregistered population study examined first-year progression and retention within the same area of study of autistic bachelor students (n = 96; age M = 20.0 years, 95% confidence interval [CI] 18.0-21.0) in comparison to students without disabilities (n = 25,001; age M = 19.0 years, 95% CI 18.0-20.0), enrolled in the same area of study at a major Dutch university. To control for substantial differences in sample sizes and differences in demographics or prior education, we applied propensity score weighting to balance outcomes. We analyzed progression and retention, examining the average grades, the number of examinations, resits, no shows, the credit accumulation in each period, and the average retention after the first year. Results: Over the course of the first bachelor year, AS received grades similar to students with no disabilities. We found no statistical differences in the number of examinations, resits, and no shows. Credit accumulation was generally similar during the academic year except for one of seven periods, and retention within the same area of study revealed no differences. Conclusions: This study shows that AS have similar success rates compared with students with no disabilities but could benefit from additional support on test-taking. Improved insights can enable universities to develop appropriate and timely support for often-talented students, improve first-year retention, and advance degree completion.

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“…Previous literature has examined autistic people’s experiences while they are at university, aiming to understand how universities can become more accessible (e.g. Chown, Baker-Rogers, et al, 2017 ; Jansen et al, 2016; Thompson et al, 2019 ). Factors promoting success for autistic people at university include determination and perseverance ( Ward & Webster, 2018 ), powers of observation and passion for a topic ( Barnhill, 2014 ; Van Hees et al, 2015 ).…”

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confidence: 99%

Dropping out and moving on: A qualitative study of autistic people’s experiences of university

Cage

Howes²

2020

Autism

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Autistic people are at high risk of dropping out of university, but little research has examined this issue. Fourteen autistic people participated in semi-structured interviews examining their experiences at university and the reasons they had dropped out. Thematic analysis identified patterns in participants’ responses. Themes were categorised as systemic issues, challenges within university or life after dropping out. Systemic issues centred around accessing diagnosis, autism understanding, mental health and outsider status. Challenges at university included culture shock, becoming disengaged, lack of proactive support and perceived inevitability of dropping out. Finally, life after dropping out was characterised by processing of trauma and shame, and realisation of doing ‘what’s right for you’. Together, these themes suggest that many improvements could be made at universities, such as more proactive support and creating more accessible environments. Societal-level change is also needed to improve educational opportunities for autistic people. Lay abstract Many autistic people now go to university, but many of them also drop out of their studies. In fact, it is believed that autistic people are at higher risk of dropping out, but little research has been done to understand why this is happening. This research used interviews to take an in-depth look at 14 autistic people’s experiences of dropping out of university. All the things the participants talked about were examined closely by the researchers who identified common themes in what the participants discussed. The first set of themes captured some overarching issues faced by autistic people, such as difficulties with getting diagnosed, a lack of autism understanding, mental health challenges and feeling like an outsider. The next themes were organised within challenges faced at university, including a feeling of culture shock, becoming disengaged from one’s studies, a lack of proactive support from their university and a feeling that dropping out became inevitable. Finally, there were themes about life after dropping out, which involved a sense that the experience at university had been traumatic and shameful, but they believed people had to do what is right for them. All of these themes suggest that universities need to be better at supporting autistic people when they first come to university, and that they should actively offer clear support throughout and try and make the university environment more accessible for everyone, to ensure more autistic people have a positive university experience.

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The ‘High Achievers’ project: an assessment of the support for students with autism attending UK universities

Cited by 30 publications

References 8 publications

Employability for UK University Students and Graduates on the Autism Spectrum: Mobilities and Materialities

Employability for UK University Students and Graduates on the Autism Spectrum: Mobilities and Materialities

First-Year Progression and Retention of Autistic Students in Higher Education: A Propensity Score-Weighted Population Study

Dropping out and moving on: A qualitative study of autistic people’s experiences of university

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