Transition to higher education for students with autism: A systematic literature review.

Nuske, Alison; Rillotta, Fiona; Bellon, Michelle; Richdale, Amanda L.

doi:10.1037/dhe0000108

Cited by 52 publications

(35 citation statements)

References 45 publications

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“…Beyond this, they describe how at the exosystem and macrosytem levels policy and general attitudes towards the inclusion of autistic people in society influence the transition. A successful transition thus impinges on an individualised approach with support and appropriate services and policies that enable educational equality for autistic people (Nuske et al, 2019).…”

Section: Discussionmentioning

confidence: 99%

Understanding the factors that affect university completion for autistic people

Cage

Andres

Mahoney

2020

Research in Autism Spectrum Disorders

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Background: Autistic individuals may be less likely to complete their university studies, but there is no research to date that examines why this is the case. This study thus examined the factors that may affect university completion for autistic people. Method: Two-hundred and thirty autistic people who had attended university completed an online survey, whereby 151 had graduated on their first attempt, 34 graduated after several attempts, and 45 had not completed. Participants answered questions regarding the transition to university, academic and social experiences, diagnosis, mental wellbeing and sensory sensitivities. Results: Those who did not complete had a poorer academic experience, found the transition more difficult, and felt less organisational and social identification at university. Logistic regression suggested the transition to university is particularly important in predicting non-completion. Conclusions: Finding the transition challenging and struggling with academic and social aspects may contribute to the risk of dropping-out. The study has implications for universities, who must ensure all autistic students are able to achieve their full academic potential by providing appropriate transition support, fostering a sense of community at university and ensuring staff are appropriately trained.

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Section: Discussionmentioning

confidence: 99%

Understanding the factors that affect university completion for autistic people

Cage

Andres

Mahoney

2020

Research in Autism Spectrum Disorders

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“…The ASPs we identified represent the most comprehensive institutional efforts to support autistic college students, and it seems reasonable to assume that services provided by these programs are improving students’ college experiences and/or increasing their graduation and subsequent employment rates. Only a few publications have reported on assessments of individual programs (e.g., Ames et al, 2016 ; Lei et al, 2020 ) and empirical evidence about which interventions affect which outcomes for which students remain limited (Anderson et al, 2019 ; Cox et al, 2020a , 2020b ; Nuske et al, 2019 ; White et al, 2019 ).…”

Section: Suggestions For Future Researchmentioning

confidence: 99%

Brief Report: Autism-Specific College Support Programs: Differences Across Geography and Institutional Type

Nachman

McDermott

Cox

2021

J Autism Dev Disord

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Many postsecondary institutions have begun their own Autism-Specific College Support Programs (ASPs) to integrate the emergence of autistic students into college and offer supports aiding their success (Longtin in J Postsecond Educ Disabil 27(1):63–72, 2014), yet little is known about these programs. We conducted an exhaustive, year-long search of all postsecondary institutions in the United States to identify all ASPs. Although we identified a total of 74 programs located in 29 states, our analyses suggest these are unavailable to students in large portions of the country. When they are available, these programs appear to be disproportionately located at 4-year institutions, public institutions, and in the Mid-East. Our study highlights inequities based on institutional type and geography, as well as offers a complete public list of ASPs.

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“…Eisenberg et al, 2009). College students on the spectrum themselves identify comorbid anxiety and depression as one of the major challenges they face (Cai & Richdale, 2016; Nuske et al, 2019). Importantly, the elevated levels of anxiety and depression we observed among students on the spectrum were independent of reports of mental health diagnoses.…”

Section: Discussionmentioning

confidence: 99%

The health of college students on the autism spectrum as compared to their neurotypical peers

McLeod

Hawbaker

Meanwell

2020

Autism

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Data from an online survey of undergraduate students at 14 colleges and universities were used to estimate the association of autism with six physical and mental health outcomes, accounting for comorbidity with other disabilities (learning disability, attention deficit hyperactivity disorder, sensory impairment, mobility impairment, mental health disorder, or other disabilities). Autism status was determined based on registration for disability accommodations based on autism and/or self-reports of an autism diagnosis. Health outcomes included self-rated physical health, self-rated mental health, depressive symptoms, symptoms of anxiety, sleep deprivation, and binge drinking. Students with autism reported poorer self-rated physical and mental health, more depressive symptoms, and more symptoms of anxiety than other students, even in the presence of controls for other disabilities. Students with autism also reported a lower likelihood of sleep deprivation and binge drinking than other students. Our results extend previous research on the health correlates of autism by considering additional indicators of health and by incorporating a direct comparison to neurotypical students. They encourage consideration of how health services for students with autism can be improved, especially for mental health problems, and argue for integrated support services that address the full constellation of physical and mental health challenges that students on the spectrum experience. Lay abstract Studies have shown that children and older adults on the autism spectrum experience more physical and mental health problems than their neurotypical peers. Less is known about the physical and mental health of college students on the spectrum. Studying college students is important because young adults on the spectrum are enrolling in college at increasing rates and because health problems can be a barrier to succeeding in college. We collected data from 2820 students at 14 colleges and universities using an online survey, some of whom had registered for accommodations based on autism and others of whom had not. We used the data to compare the physical and mental health of students on the spectrum to their neurotypical peers. Because students with autism often report other disabilities that also affect health, we accounted for whether they experienced a learning disability, attention deficit hyperactivity disorder, sensory impairment, mobility impairment, mental health disorder, or any other disabilities. We assessed health using self-reports of how healthy they were physically and mentally, and reports of depressive symptoms, symptoms of anxiety, sleep deprivation, and binge drinking. We found that students with autism reported poorer physical and mental health, more depressive symptoms, and more symptoms of anxiety even after taking into account other disabilities they may have experienced. They were also less likely to report sleep deprivation and binge drinking. Our results argue for developing specialized services to address the physical and mental health challenges of college students on the spectrum.

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Transition to higher education for students with autism: A systematic literature review.

Cited by 52 publications

References 45 publications

Understanding the factors that affect university completion for autistic people

Understanding the factors that affect university completion for autistic people

Brief Report: Autism-Specific College Support Programs: Differences Across Geography and Institutional Type

The health of college students on the autism spectrum as compared to their neurotypical peers

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