“...Fallen through the cracks...”: A Co-Produced Qualitative Exploration of Autistic Student Experiences at an Irish Higher Education Institution

Abstract

Background:

This co-produced study explores the experiences of autistic students regarding their transition to and enrollment at an Irish Higher Education Institution (HEI). Autistic students’ 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 either flexible semi-structured interviews (n = 12) or text-based responses to the interview framework (n = 2). Interviews were conducted flexibly in accordance with participant preferences and communication needs. Data were analyzed using reflexive thematic analysis.

Results:

The findings of this study reveal diverse experiences across the participants in higher education, emphasizing the need for inclusive approaches recognizing autistic neurology and differences to support belonging and acceptance in university. The transition experiences for some participants were challenging, with a lack of personalized and flexible support leading to anxiety and a lack of predictability. Participants also identified barriers while navigating college life, including hostile learning environments, a lack of understanding regarding autistic neurology among university staff and peers, inconsistent 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 socializing 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, such as specialist disability access routes into university and specialist support staff, in easing transitions and supporting predictability and acceptance.

Community Brief

Why is this an important issue?

Understanding the transition experiences of autistic students to higher education institutions (HEIs) is crucial for fostering inclusivity and support. This co-produced study highlights the challenges faced and the need for tailored support systems.

What is the purpose of the study?

The study explores autistic students’ experiences transitioning to and enrolling in Irish HEIs. It focuses on their sense of belonging, acceptance, and support, using inclusive approaches and collaborative research methods.

What did the researchers do?

Autistic and non-autistic researchers collaborated equally. Flexible semi-structured interviews were conducted with 14 autistic students. Findings were analyzed using reflexive thematic analysis.

What were the results of the study?

The findings reveal diverse experiences, pointing to the need for inclusive practices that recognize autistic neurology. Key challenges include a lack of personalized support, inaccessible learning environments, and communication differences. Autistic student groups and specialist staff support well-being and belonging.

What do these findings add to what was already known?

These findings build on existing literature by offering specific insights into the challenges and supports autistic students experience in both transitioning to and enrolling in higher education. They provide insights for HEIs to implement inclusive practices, support mechanisms, and community-building initiatives.

What are the potential weaknesses of the study?

As a small-scale qualitative study, findings may not be generalizable across all HEIs or autistic students.

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

The study underscores the importance of fostering belonging and inclusion through early guidance, integrated support, and greater staff awareness. Structural mechanisms such as access routes and specialist staff are vital in easing transition and promoting acceptance.