“A Good Transition Is Just Key”: The Views and Experiences of Disability Support Staff in Supporting Autistic Students Transition to University

Abstract

Background:

The transition to university can be challenging for all students. However, the transition to university might be especially challenging for autistic students because of changes in routines, environments, and expectations. Support during this period is important for well-being and academic success, yet autistic students report facing barriers when accessing adequate support. Although disability support staff play a vital role, their perspectives regarding effective transition support have been overlooked.

Methods:

We conducted semi-structured interviews with 11 disability support staff from seven UK universities to examine the following: (1) the support they offer autistic students during the transition to university and (2) their recommendations for improving support. We analyzed the data using content analysis and reflexive thematic analysis.

Results:

Staff described the transition to university as an ongoing process rather than an event in time. They also highlighted that the transition to university transition is complex and multidimensional, involving simultaneous changes across various life domains. Relatedly, they reported offering diverse academic (e.g., in-class support) and nonacademic (e.g., social groups) transition supports. Nonetheless, they acknowledged barriers in providing comprehensive support, including lacking resources and relying on students to self-advocate their needs. We generated three overarching themes related to staff’s recommendations for improving transition support for autistic students: (1) a need for comprehensive preparation and sustained support, (2) fostering positive communication between stakeholders, and (3) curating an accessible and inclusive university culture.

Conclusion:

Although disability support staff demonstrate dedication toward facilitating successful transitions for autistic students, barriers exist limiting effective support provision. Implementing universal design principles may foster accessibility and alleviate pressures on individual services. Enhancing communication between stakeholders could also optimize transition support.

Community Brief

Why was this study done?

Transitioning to university can be stressful for all students. However, university transitions can be more challenging and stressful for autistic students because of changes in their routines, environments, and expectations. Accessing timely and sensitive support during this time is especially important for autistic students’ academic, social, and emotional adjustment. Yet, research has shown that autistic students find it hard to access the support they need. Disability support staff at universities play an important role in helping autistic students adjust to university. However, little research has examined their experiences.

What was the purpose of this study?

The purpose of this study was to find out how disability support staff support autistic students transitioning to university and hear their ideas for improving this support. Our research questions were as follows: (1) What support do universities offer autistic students during the transition to university and (2) how can university transition support for autistic students be improved, from the perspective of disability support staff?

What did the researchers do?

We interviewed 11 disability support staff from seven universities in the United Kingdom. We asked questions about the academic and nonacademic help they provide to autistic students during the university transition. We also asked the staff to share their recommendations for how to better support autistic students. We analyzed the interview transcripts to identify common themes.

What were the results of the study?

Staff said going to university involves lots of changes all at once, and this can be overwhelming for autistic students. They discussed the importance of offering autistic students academic support (e.g., classroom adjustments) and nonacademic support (e.g., social groups for autistic people). However, they said there were not enough resources and that they relied too much on students asking for what they need. The staff suggested needing to help students build skills earlier and support them longer at university, improve communication between universities and students/parents, and make university culture more inclusive so fewer individual adjustments are needed.

What do these findings add to what was already known?

Past research shows that transitions are hard for autistic university students. This study highlights the barriers disability support staff face in providing enough support and their ideas for improving university transition support. Their perspectives were missing from previous research.

What are potential weaknesses in the study?

The study only included disability support staff perspectives. Talking directly to autistic students would give a fuller picture of what support they need and want.

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

The suggestions from staff, such as starting transition support earlier and providing training, could lead to universities making changes that improve autistic students’ health, happiness, and success at university. More research is still needed from the student perspective.