“If you judge a fish by its ability to climb a tree, it’ll spend its whole life thinking it’s stupid.” – Attributed to Albert Einstein.
Explore the challenges faced by college students with Autism Spectrum Disorder (ASD) and discover research-backed strategies universities can implement to support their academic, social, and emotional success. Learn how tailored interventions can help neurodiverse students achieve their full potential and their degree.
Introduction
As a clinical psychologist, since 2001 I have worked with hundreds of neurodiverse children, adolescents and adults. One of my greatest professional joys is seeing a client that I met at age three or age four master developmental and life milestones successfully – elementary school, middle school, high school, college, graduate school, vocational school, marriage, employment. How incredibly rewarding! Many of these neurodiverse individuals have had a “diagnosis” of Autism Spectrum Disorder (ASD) or in the earlier diagnostic systems Pervasive Developmental Disorder (PDD) and Asperger’s Disorder or even certain genetic disorders that result in “ASD-like” ways of being in the world. These individuals have amazed and thrilled me with their resilience and their willingness to try not to just survive in this neurotypical world, but also to succeed and find joy. But the neurotypical world makes it so hard! Our society repeatedly asks these individuals to be fish out of water and not infrequently they are penalized because they cannot walk on land as well as a non-fish. We have to let them swim!
Data on Disparities
In recent years, the number of students with Autism Spectrum Disorder (ASD) enrolling in colleges and universities has steadily increased. While this reflects greater opportunities for these students, it also highlights persistent disparities in outcomes. Students with ASD often face lower degree completion rates than their peers without disabilities. According to the National Longitudinal Transition Study-2 (NLTS2), only 39% of students with ASD graduated with a postsecondary degree within eight years of leaving high school, compared to 52% of the general population and 41% of students with other disabilities (White et al., 2016).
Additionally, broader data from the National Center for Education Statistics (NCES) shows that the six-year graduation rate for students with disabilities at four-year institutions was approximately 49.5%, compared to 68% for students without disabilities (Best Colleges, 2023). Vocational schools and two-year colleges also play a critical role. About 36% of young adults on the autism spectrum pursue postsecondary education in these settings, with 38.8% completing their programs (Jackson et al., 2018). Despite this, only 37% of young adults with autism receive vocational services or job training during early adulthood (Anderson et al., 2022). These challenges underscore the importance of understanding their unique struggles and implementing research-backed strategies to help them succeed. This article examines current research on the issues faced by students with ASD and outlines practical interventions universities can adopt to promote their success.
Challenges Faced by Students with Autism Spectrum Disorder
- Social Integration
Navigating the social environment of higher education can be particularly challenging for students with ASD. Social interactions, group work, and forming relationships are areas of difficulty, often leaving these students feeling isolated. Bullying is a frequent and troubling experience, further contributing to feelings of anxiety and loneliness (Jackson et al., 2018).
- Academic Struggles
Students with ASD often encounter academic challenges stemming from difficulties with executive functioning. This includes managing time, organizing tasks, and handling complex assignments like theses or internships. Sensory sensitivities can further complicate their ability to focus in typical learning environments (White et al., 2016)
- Mental Health
Mental health issues such as anxiety, depression, and stress are prevalent among students with ASD. These challenges not only exacerbate social and academic difficulties but also contribute to higher dropout rates. For example, no-shows for exams and declining credit accumulation after the first year are common among this population, signaling disengagement and struggles with persistence (Bakker et al., 2023).
- Health Disparities and Co-occurring Conditions
Anderson et al. (2022) discuss how socioeconomic and racial disparities impact health outcomes for children and adolescents with ASD, which can influence their readiness and ability to persist in higher education. Additionally, individuals with an ASD diagnosis also having a higher incidence of conditions such as Attention-Deficit/Hyperactivity Disorder, Learning Disorders including dyslexia, dysgraphia and dyscalculia and speech/language disorders that also create obstacles to their equal access to higher education.
Participation and Persistence
While some students with ASD perform comparably to their neurotypical peers in terms of grade point average (GPA), their overall progression through degree programs can be hindered by low participation rates in key academic activities. Research indicates that no-shows for exams in the second year often predict challenges in completing degrees within the typical timeframe (Bakker et al., 2023). Longitudinal studies also reveal that systemic and individualized support significantly influence retention and completion rates for students with ASD.
We Need to Let Them Swim
For students with ASD, the traditional expectations of academia often feel like asking a fish to walk on land. Instead of forcing neurodiverse students to adapt to systems that prioritize neurotypical norms, universities should actively encourage them to “swim” in their own environments where their unique strengths are acknowledged and nurtured. This means fostering a culture that values analytical abilities, attention to detail, and creativity, which many students with ASD naturally excel at. When these students are allowed to operate in ways that align with their natural tendencies, they are more likely to thrive academically, socially, and emotionally.
Recommendations for Universities
- Early Identification and Proactive Support
Universities should establish systems to identify students struggling academically or socially early in their college careers. Frequent no-shows or incomplete assignments can serve as red flags. Proactive engagement through academic advising and mentorship programs can make a substantial difference.
- Inclusive Policies and Practices
Implementing Universal Design for Learning (UDL) is essential. UDL is an educational framework that provides multiple means of engagement, representation, and expression to make learning accessible for all students. By designing courses and materials that accommodate diverse needs from the outset, universities can reduce barriers for students with ASD.
- Targeted Mental Health Support
Mental health services should include resilience training, anxiety management workshops, and structured peer support groups. These interventions can help students develop coping strategies and feel more connected to their campus communities.
- Social Integration Programs
Structured opportunities for social engagement, such as peer mentorships and facilitated group activities, can help students with ASD build relationships and feel more included. Faculty and staff should also receive training on how to create supportive, inclusive environments.
- Flexible Academic Structures
Allowing for alternative assessment methods, such as oral exams or project-based evaluations, and providing extended deadlines can help students with ASD manage their academic responsibilities more effectively.
Conclusion
Students with Autism Spectrum Disorder bring unique strengths and perspectives to higher education, often offering exceptional analytical abilities, attention to detail, and creative problem-solving skills. These traits enrich academic environments and contribute to broader societal innovation. However, systemic barriers can prevent these students from reaching their full potential or even completing their degree. By implementing research-backed strategies such as early intervention, Universal Design for Learning, targeted mental health support, flexible academic structures, and inclusive practices, universities can help students with ASD succeed academically and socially.
Supporting neurodivergent individuals not only benefits them, but also enhances the diversity, inclusivity, and creativity of the academic community. Instead of forcing students with ASD to walk on land, we must recognize and celebrate that they are fish—unique in their abilities and perspectives. When provided the water they need to swim—supportive environments tailored to their strengths—these students can not only thrive but excel, completing their degrees and contributing profoundly to the academic and professional world. This investment creates a more innovative, equitable, and inclusive society for everyone.
Share Your Experience
Are you or do you know a college student or graduate student with an Autism Spectrum Disorder diagnosis? We invite you to share your or their experiences, challenges, strategies and successes in navigating higher education in the Mamapedia forum.
References
Anderson, K. A., Roux, A. M., Steinberg, H., Garfield, T., Rast, J. E., Shattuck, P. T., & Shea, L. L. (2022). National Autism Indicators Report: The intersection of autism, health, poverty, and racial inequity. A.J. Drexel Autism Institute, Drexel University. https://drexel.edu/autisminstitute/research/Policy-Analytics-Center/
Bakker, T., Krabbendam, L., Bhulai, S., Meeter, M., & Begeer, S. (2023). Study progression and degree completion of autistic students in higher education: A longitudinal study. Higher Education, 85(1), 1-26. https://doi.org/10.1007/s10734-021-00809-1
Best Colleges. (2023). Students with disabilities in higher education: Statistics and facts. Retrieved from https://www.bestcolleges.com/research/students-with-disabilities-higher-education-statistics/
Cola, L. (2020) Attrition Issue: Why Students with Autism Drop Out. The 61% Project. http://the61percentproject.com/attrition-issue-why-students-with-autism-drop-out.php
Hughes MM, Shaw KA, Patrick ME, DiRienzo M, Bakian AV, Bilder DA, Durkin MS, Hudson A, Spivey MH, DaWalt LS, Salinas A, Schwenk YD, Lopez M, Baroud TM, Maenner MJ. Adolescents With Autism Spectrum Disorder: Diagnostic Patterns, Co-occurring Conditions, and Transition Planning. J Adolesc Health. 2023 Aug;73(2):271-278. doi: 10.1016/j.jadohealth.2022.12.010. Epub 2023 Feb 26. PMID: 36849336; PMCID: PMC10450089.
Jackson, S. L. J., Hart, L., & Volkmar, F. R. (2018). Preface: Special Issue—College Experiences for Students with Autism Spectrum Disorder. Journal of Autism and Developmental Disorders, 48(639-642). https://doi.org/10.1007/s10803-018-3463-7
White, S. W., Elias, R., Salinas, C. E., Capriola, N., Conner, C. M., Asselin, S. B., Miyazaki, Y., Mazefsky, C. A., Howlin, P., & Getzel, E. E. (2016). Students with autism spectrum disorder in college: Results from a preliminary mixed methods needs analysis. Research in Developmental Disabilities, 56, 29–40. https://doi.org/10.1016/j.ridd.2016.05.010
Edited 1/23/2025
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