Advancing Mental Health Supports for Autistic Postsecondary Students: A Call for Research

Abstract

Research has documented elevated rates of co-occurring depression and anxiety in autistic adults, with some noting particularly high rates for autistic students enrolled in postsecondary education (PSE). Difficulty coping with the stressors that accompany daily life as they navigate college campuses may contribute to development or exacerbation of co-occurring conditions. Autistic students have reported that depression, anxiety, and stress interfere with their success in college, but that they have difficulty identifying and accessing the supports that they need. Though many postsecondary institutions have established programs that provide academic supports to autistic students, few programs directly support mental health and wellness. Recently, stakeholders have advocated for mental health to be prioritized in adult autism research. We suggest that a specific focus on autistic students in PSE is warranted and provide a brief overview of the relatively limited literature in this area. To inform development of mental health services and supports that will be both accessible and acceptable to the range of autistic students attending PSE, research is recommended in four areas: factors positively and negatively affecting mental health, types of supports, outreach, and on-campus training and education. It will be essential for researchers to establish community partnerships with autistic individuals to inform study design and specific research questions. This will ensure that autistic voices guide development of supports that will foster positive mental health in PSE and beyond.

Lay summary

Why is this topic important?

Autistic adults experience high levels of anxiety and depression. In addition, autistic individuals and their parents want mental health to be prioritized in research. Attending postsecondary education, such as at a 2-year college or 4-year university, presents autistic adults with unique challenges that may contribute to additional mental health concerns. While many postsecondary institutions offer academic and social supports, it is unclear how equipped they are to provide adequate mental health supports. Thus, it is important to understand what programs and services are needed, and wanted, to best support the wellness of autistic students.

What is the purpose of this article?

This article highlights the need for more research to focus on the mental health of postsecondary autistic students. While some researchers have focused on the mental health needs of autistic adults and college students separately, it is important to understand the experiences of autistic students and what supports they might want and benefit from.

What are the perspectives of the authors?

The first author of this perspective article is a doctoral student with 3 years of clinical research experience with autistic adults. The second author is an international speaker, autism sexuality advocate, consultant, and autistic adult. The third author is a clinical psychologist and researcher with over 15 years of experience working with autistic individuals across the lifespan.

What is already known about this topic?

Researchers know that autistic individuals, including those enrolled in postsecondary education, experience higher rates of co-occurring conditions when compared with their neurotypical peers. We also know that while many colleges and universities support autistic students in a few areas (e.g., academics, social), most do not offer mental health supports in their autism programs. There is some evidence to suggest that campus counseling centers and mental health providers in the broader community often lack knowledge and understanding of autism that is important to providing appropriate mental health supports for autistic students.

What do the authors recommend?

We recommend that research focus on four areas: factors positively and negatively affecting mental health, types of supports, outreach, and training and education.

Specific research is needed to further explore the relationship between socialization and both negative (e.g., loneliness) and positive mental health (e.g., life satisfaction).

Research in these domains should include diverse samples, prioritize collaborating with autistic adults at all stages of study design and implementation, and be conducted at different types of postsecondary institutions (e.g., 2-year colleges; larger universities) and instructional settings (e.g., virtual, small classrooms) around the world. These study features are critical to ensure that the research questions being asked would make contributions to the field that are meaningful to autistic students.

In addition, the authors suggest that postsecondary institutions promote neurodiversity and inclusion to enhance the acceptance of autistic students by peers, faculty, and staff.

How will these recommendations help autistic adults now or in the future?

These recommendations may help to inform future research and supports that will promote autistic postsecondary students' overall wellness during their educational experiences.