The number of autistic students enrolling in university is increasing; however, their completion rates remain lower than that of their peers with and without disability. There is currently a lack of research exploring the experiences of autistic students during their transition to, and first year of university, yet we know this time is crucial to ensuring student success. My PhD research explored the experiences of transition to university for autistic students, and provided recommendations for further research and practice in higher education. 

My PhD employed the bioecological theory model to investigate the experiences of autistic students, their families, and university staff, during the transition to university in order to better understand how universities can further support the inclusion, participation and success of autistic students. The research used a qualitative approach, conducting interviews with autistic students and support network members, along with collecting online survey data from family members and university staff. 

The findings of this research highlighted a range of factors which impact on transition for autistic university students at the individual, systemic and cultural level. 

The research highighted nine key strategies for supporting the effective transition to, and first year of university for autistic students. 

This research expands our understanding of the experiences of autistic university students and offers insights into developing strategies that benefit not only autistic students but also other neurodivergent students.

If you would like to learn more about how your university can support the successful transition and inclusion of autistic students please feel free to contact me: alison@alisonnuske.com.au