1. Nicholas DB, Nachman BR. Foreword: Special Issue on Autism and Postsecondary Education. Autism in Adulthood. 2025; 7(2): 125-6.

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2. Hiatt L. Spotted with AuDHD: Seeing Yourself in a Mentor Who Sees You. Autism in Adulthood. 2024; 7(2): 127-9.

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3. Sagar E. “You’re Just So Weird and Crazy”: Recounting My Lived Experiences as a PhD Scholar in India. Autism in Adulthood. 2024; 7(2): 130-2.

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4. Phan JM. Navigating Neurotypical Norms in Academic Research: A Perspective from an Autistic Early Career Researcher. Autism in Adulthood. 2024; 7(2): 133-40.

The academic research landscape, rich with complexity, reveals its potential for innovation when explored through a neurodiversity lens. This perspective article presents a nuanced examination of the unique strengths that autistic thinking brings to scholarly pursuits, such as enhanced pattern recognition and systematic rigor?qualities that have personally empowered my own grant writing endeavors. It also confronts the challenges that arise from the prevailing neurotypical standards within the academic milieu. Merging a scholarly review with selective personal insights, this article advocates for a redefinition of scholarly communication and mentorship that is inclusive of neurodiversity. I aim to provide insights and experiences that offer guidance to fellow autistic researchers, their mentors, research institutions, and funding bodies. Drawing from my perspective, I delve into communication complexities, the perennial struggle to conform to neurotypical writing standards, the weight of ?imposter syndrome,? and the pivotal role that mentors play in supporting and advocating for autistic early career researchers. The recommendations offered in this study aim to establish an academic environment that not only welcomes but also leverages the distinctive capabilities of autistic researchers. This perspective aspires to serve as a catalyst for mentors, colleagues, and funding bodies to embrace a more neuroinclusive approach in their practices. Community brief What is the purpose of this article? The purposes of this article were to highlight specific challenges and strengths of autistic researchers in academia, particularly in the context of grant writing and scholarly communication, and to offer actionable recommendations to foster a neuroinclusive academic environment. From my perspective as an autistic researcher who has navigated both the triumphs and trials of grant acquisition and publication, I offer a personal and professional vantage point. The insights drawn from these experiences shed light on the difficulties autistic researchers face and underline the need for systemic change. What personal or professional perspectives does the author bring to this topic? As an early career researcher, I find myself at a juncture, navigating not only the demands of the scholarly world but also life as a late-diagnosed autistic woman, who has journeyed through the labyrinthine world of grant writing. I offer a glimpse into my world, which includes successes with 2 federal grant awards, 1 foundation grant, 5 intramural grants, 14 peer-reviewed publications and unsuccessful attempts with 1 federal grant, 2 foundation grants, and 2 peer-reviewed articles. I bring a blend of personal experience and professional expertise. What is already known about this topic? The current academic dialogue acknowledges neurodiversity but often falls short in offering the necessary structural support for the distinct communication styles and cognitive approaches of autistic researchers. Although there is a recognized benefit in mentorship and clearer communication within academia, the practical implementation varies widely. What does the author recommend? I propose a series of recommendations to bridge these gaps. These include the establishment of grant programs accessible to autistic researchers, the improvement of mentorship and training programs to include an appreciation for neurodiversity, and the education of grant reviewers about the strengths inherent in autistic researchers. In addition, the article suggests revising application processes to increase inclusivity, encouraging the participation of autistic researchers in peer review, promoting community engagement and networking opportunities, allocating funding specifically for research by autistic scientists, and enhancing collaboration with organizations dedicated to autism. How will these recommendations help autistic adults now or in the future? The implementation of these recommendations has the potential to significantly improve the academic environment for autistic adults, not o ly enhancing their current academic engagement and success but also setting a foundation for inclusivity and respect for neurodiversity. Such systemic changes hold the promise of nurturing a future generation of autistic researchers, acknowledging and celebrating the unique insights we bring to the scientific community.

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5. Janse van Rensburg M, Liang B. Improving Autistic Students’ Experiences in Higher Education: Developing a Community Framework for Individual Autistic Student and Autistic Community Flourishing. Autism in Adulthood. 2023; 7(2): 141-54.

As the fastest growing cohort of disabled student populations, autistic students are often let down by inherently ableist institutions of higher education (HE). Traditionally, institutions of HE have sought to support autistic students through an individualized approach, placing the responsibility on the autistic student to seek out and advocate for academic and nonacademic support. However, there remain opportunities for the broader community to foster autistic individual and community well-being. This conceptual analysis evaluates the current environment and approaches in HE for supporting autistic academic success and well-being and describes a community framework based on a collective combined effort that invites individual autistic students and autistic community flourishing. It contributes an alternative approach to supporting autistic students, making autistic individual and community well-being the responsibility of peers, support staff, instructors and faculty, and the institution, identifying a need to restructure institutions into ones that work to promote autistic culture and provide autonomous supports and accommodations. Community brief What is the problem? Right now, there are a lot of different ways in which institutions of Higher Education (HE; i.e., colleges and universities) do and do not support autistic students. There are opportunities for peers, instructors and faculty, support staff, and institutions to get involved in supporting autistic students. However, institutions of HE do not have a clear framework to make the wellbeing of autistic students a community responsibility. What is the purpose of this article? The purpose of this article is to evaluate the current ways in which institutions of HE support the academic success and wellbeing of autistic students and to describe a framework for a collective effort to promote individual autistic student and community flourishing. What did the evaluation find? Our evaluation demonstrates that non-acceptance of autism, stigma, and oppression may impact an autistic students’ experiences, making the transition to HE, academic success, and wellbeing more difficult. Traditional approaches to supporting autistic students, including formal academic supports, informal academic supports, and non-academic supports, may not be accessible to all autistic students. What framework do the authors propose? Our framework uses a critical understanding of learning and autism, valuing autistic experience. The goal is to support autistic academic success and wellbeing and to reduce the need for autistic students to mask, change, or seek out support to ?fit in? to HE. The framework centers individual autistic students and the autistic community, placing the responsibility of academic success and student wellbeing on the larger HE collective. Peers, instructors and faculty, support staff, and institutions are shown as having influence on the academic success and wellbeing of autistic students. These key players can promote autistic culture by being open to autistic students’ decisions around disclosure; applying a Universal Design for Learning (UDL); recognizing neurodiversity as an important diversity, equity, and inclusion initiative; offering and engaging in neurodiversity trainings; developing and enhancing disability cultural centers; and featuring autistic culture in the academe; autistic culture can be promoted. Furthermore, they can support autistic student agency by honouring autistic students’ autonomy, building comprehensive and connected services; normalizing academic accommodations; and offering non-academic supports. How can this framework help autistic adults now or in the future? The authors hope that this article helps to create a system-wide change through a collective, combined effort to promote individual autistic student and autistic community flourishing in HE.

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6. Davies J, Bagnall C. “A Good Transition Is Just Key”: The Views and Experiences of Disability Support Staff in Supporting Autistic Students Transition to University. Autism in Adulthood. 2024; 7(2): 155-70.

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 elied 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.

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7. Stockwell KM, Robertson ZS, Lampi AJ, Steinmann T, Morgan E, Jaswal VK. “A System That Wasn’t Really Optimized for Me”: Factors Influencing Autistic University Students’ Access to Information. Autism in Adulthood. 2024; 7(2): 171-84.

Background: More autistic adults pursue higher education each year, but rates of mental health conditions and graduation rates suggest that they are not being adequately supported. In this qualitative study, we report on factors that influence how autistic university students learn about the resources and opportunities available to help students succeed in higher education. Methods: We interviewed 14 autistic students at a public university in the United States as part of a larger project to understand the campus climate for autistic students. Participants were interviewed either in groups or individually via Zoom, or asynchronously over email. We used reflexive thematic analysis to identify patterns of meaning across the data set and provide a theoretically informed interpretation of autistic university students’ access to information about resources and opportunities. Results: We constructed two themes related to the difficulties autistic students face in accessing information. The first theme was Challenges Navigating the Interactions Required to Access Information. This theme positions participants’ accounts of difficulty accessing socially mediated information within a reciprocal framework. The second theme was University Expectations Limit Information Access. This theme explains how university expectations, practices, and policies that were not designed with autistic students in mind can serve as a barrier to information access. Conclusions: Our participants’ experiences highlighted how access to information about the resources and opportunities that could support their success can impact not only their academic and interpersonal experiences but also their sense of belonging to their university community. By better understanding the multiple, interacting factors that influence autistic university students’ access to information?and subsequently, resources and opportunities?we can move toward informed, structural changes in higher education that will provide more equitable access to autistic people. Community brief Why is this an important issue? More autistic people go to university every year, but many struggle, and universities are still learning how to support autistic students. Many universities have resources for students, but these are only helpful if you know about them and how to access them. What was the purpose of this study? We wanted to understand autistic students’ experiences at a particular university and to give recommendations to the university on how to better support their students. After we interviewed autistic students, we noticed that all of them had trouble accessing information about resources and opportunities that could have supported them. We wanted to learn about what influences autistic students’ access to information about resources and opportunities in university settings. What did the researchers do? We interviewed 14 autistic students at a university in the United States. We asked them questions about their academic and social experiences, about the support they received or did not receive, and about how to better support autistic students. A team of autistic and non-autistic researchers read participants’ responses and looked for common themes across the interviews. What were the results of the study? We found that autistic university students’ access to information about resources and opportunities was influenced by multiple factors. For example, students often have to talk to someone to learn about a resource or get help, and this was hard for many participants. We also found that the way that universities share information is not designed with autistic people in mind. For example, many universities share information about resources at crowded events. It can also be difficult to get information about disability-related resources. Participants recommended that universities share information in low sensory environments, help autistic students connect with each other, and make it easier to learn about and access disability-related resources. What do these findings add to what as already known? Most research on this topic has been about how autistic university students find information in university libraries. We were interested in how autistic students access information in many different situations. This study suggests steps we can take to make information more accessible for autistic students, which could help students connect to resources they need. What are potential weaknesses in the study? One weakness is that most of the autistic university students we interviewed were White and from highly educated family backgrounds. We also only interviewed people who were current students or had recently graduated. Because we did not speak with many autistic students of color, autistic students who were the first in their family to attend university, or with autistic students who left university before graduating, our recommendations may only be helpful to some autistic students. How will these findings help autistic adults now or in the future? One goal of this study was to provide recommendations on how to better support autistic students at the university where the study was conducted. We hope that the recommendations will be helpful as university administrators and educators and autistic students work together to make universities more inclusive places.

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8. Terroso SR, McKenney EE, Brunwasser SM, Richards JK, Day TC, Kofner B, McDonald RG, Gillespie-Lynch K, Kang E, Lerner MD, Gotham KO. Longitudinal Relationships Between Depressive Attributional Style and Internalizing Symptoms in an Autism-Enriched Sample of Incoming College Students. Autism in Adulthood. 2024; 7(2): 185-200.

Background: Anxiety and depression are among the most common psychiatric conditions reported in first-year college students. Autistic adults are estimated to face double the rate of anxiety and depression compared with non-autistic peers, influencing quality of life, social success, and academic performance. One potential avenue to understand and address internalizing symptoms in autistic adults beginning their college careers is depressive attributional style, a biased causal explanatory style in which negative life events are attributed to internal, stable, and global causes. The current study evaluates the relationship between depressive attributional style and symptoms of anxiety and depression across the first semester of college, as moderated by autistic traits. We also explore baseline depressive attributional style across additional marginalized aspects of identity based on race/ethnicity, gender, and sexual orientation, and examine potential interaction effects of autistic traits on these relationships. Methods: Undergraduate students were recruited from four northeastern universities. Our sample (n = 144) includes 47 participants who self-identified or reported a formal autism diagnosis, and 97 non-autistic participants. Participants completed baseline and endpoint questionnaires, as well as a 2-minute biweekly survey, tracking changes in sadness, anhedonia, and anxiety throughout their first semester. Results: Longitudinal analyses demonstrate that elevated depressive attributional style at baseline predicted biweekly anxiety, sadness, and anhedonia symptoms across the semester. This pattern extended across (was not moderated by) levels of autistic traits, however, participants who reported higher autistic traits endorsed a significantly greater depressive attributional style at baseline, and greater anxiety, sadness, and anhedonia throughout the semester. The relationship between autistic traits and depressive attributional style was strongest for participants with a nonheterosexual orientation. Conclusion: This study underscores the autistic community-identified need for mental health research, with attention to intersecting identities, and suggests depressive attributional style for further investigation as a potential treatment target. Community Brief Why is this an important issue? In the first year of college, many students face challenges with anxiety and depression. Autistic students report even higher mental health concerns than non-autistic students. One way to understand why this happens is by looking at how college students explain negative events in their lives. Autistic students may have a more depressive attributional style, in which they see themselves as a cause of negative events and believe that bad things will persist. This outlook is known to contribute to anxiety and depression. What was the purpose of this study? We wanted to see how a depressive attributional style might relate to anxiety and depression over the first semester of college, and whether this is affected by autistic traits and stress. We also looked at how autistic traits influence the relationship between depressive attributional style and the marginalized aspects of identity based on race/ethnicity, gender, and sexual orientation. What did the researchers do? We gave surveys to college students about their attributional style and experiences with depression and anxiety. Participants completed several surveys both before and after their first semester at college. They also completed a brief survey two times per week during the semester. What were the results of the study? We found that a depressive attributional style at baseline (presemester) was related to depression and anxiety symptoms across the semester. Participants with higher levels of autistic traits reported a more depressive attributional style and greater depression and anxiety during the semester. Individuals with higher autistic traits who identify as LGBTQIA+ were more likely than heterosexual individuals with high autistic traits to have a more depre sive attributional style. What do these findings add to what was already known? This study helps us understand that a depressive attributional style might be related to anxiety and depression in both autistic and non-autistic students. In addition, a depressive attributional style may be more common in autistic individuals. These findings could mean that helping people develop a more adaptive thinking about negative events could help prevent or treat anxiety and depression in college students. What are potential weaknesses in the study? Because we wanted our study to be accessible for autistic students without a formal diagnosis, we were unable to look at how the social identity of being autistic related to anxiety and depression throughout the semester. How will these findings help autistic adults now or in the future? These findings give us first evidence that a depressive attributional style appears to be related to anxiety and depression in autistic students. This suggests that interventions designed to address the depressive attributional style in non-autistic individuals could potentially benefit autistic individuals as well, which may support access to mental health treatment for the autistic community.

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9. Lam GYH. Positive Experiences in Postsecondary Education Among Autistic Youths in Hong Kong. Autism in Adulthood. 2024; 7(2): 201-11.

Background: Autistic students may encounter different challenges and barriers in postsecondary education, but many also experience growth and positive development. Little is known about the positive aspects of their postsecondary experience, especially in non-Western countries. Methods: Thirty autistic students from universities and colleges in Hong Kong participated in individual semi-structured interviews. We asked them to describe their positive experience in postsecondary education, including their enjoyment, memorable events, gains, and positive aspects. We analysed interview data using thematic analysis. Results: We identified four major themes that depicted autistic students? positive experience in postsecondary education. Autistic students described effective teaching strategies and arrangements that could facilitate their learning and made postsecondary education settings more preferred than secondary school. They found different supportive people in the right niches, including peers, educators, and family members. They also developed themselves through participating in activities and learning experiences offered in postsecondary education settings, where they also found like-minded people. They regarded accommodations as something good to have but not always useful, and their user experience and effectiveness varied. Conclusions: The findings highlight how autistic students can develop and thrive in postsecondary education. Recommendations are discussed for postsecondary institutions to create an accessible environment, provide enriching contexts, and support stakeholders to work with autistic students in ways that are conducive to their positive development. More research is needed to better understand how to support diverse autistic individuals in postsecondary institutions across different cultures. Community Brief Why is this an important issue? Many autistic youths going into universities or colleges find postsecondary education challenging, but there are also successful cases who have positive experiences going through postsecondary education. We know very little about their positive and successful experiences. What was the purpose of this study? This study aimed to explore the positive aspects of educational experiences in postsecondary education in autistic youths in Hong Kong. What did the researchers do? We interviewed 30 autistic students studying in universities or colleges in Hong Kong about their experiences in postsecondary education. We specifically analyzed and highlighted the portion of interviews that described their positive experiences. What were the results of the study? We found several themes that can describe the positive experiences of autistic students in postsecondary education in Hong Kong. Autistic students preferred the flexible teaching practices and free institution environments, especially compared with secondary school. Peers, families, professors, and professionals who are supportive, caring, and understanding were helpful to autistic students. Meaningful participation in activities typical of other postsecondary students could facilitate autistic students? personal growth. They also regarded academic accommodations as good to have, despite their unclear effectiveness. What do these findings add to what was already known? We know more about elements and factors of postsecondary education that can contribute to positive development in autistic youths. This study highlights cultural considerations that are unique to Hong Kong but can also serve as a reference for postsecondary institutions in other cultures. What are potential weaknesses in the study? The findings from a sample in Hong Kong may not generalize to other cultures or countries. There may also be subgroup differences among youths in universities versus community colleges. How will these findings help autistic adults now or in the future? Our findings can provide positive examples to show that autistic students can become successful and enjoy postsecondary education. Autistic youths can be better prepared for p stsecondary education by advocate for their needs being met to support their positive development.

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10. Trusson C, Travers C. Autistic Students’ Experiences of Employment and Employability Support while Studying at a UK University. Autism in Adulthood. 2024; 7(2): 212-22.

Background: Studying at a university can provide students with better opportunities of employment. However, autistic people are more likely to be unemployed after graduating than their non-autistic peers. Many university programs include integral internships/placements that require students to engage with the world of work including recruitment and selection processes. While it is known that autistic people often face difficulties in workplace settings generally, this study sought to explore how autistic students at a high-ranking UK university experienced work and employment processes and settings. Methods: We collected the reflections of 12 autistic students, who had been engaging with work and employment processes and work organizational settings during their time as university students, via an in-depth qualitative survey comprising 25 questions. This provided data that, via analysis, offer a composite subjective voice for autistic people receiving disability support services provided by universities. Results: We identified four key themes. First, the reflections of these autistic students revealed a confident awareness of skills/talents that their autism enabled them to offer to employers. Second, the analysis revealed that the support offered by the university to provide employability support to autistic students was bureaucratically structured such that it might be experienced as unhelpfully fractured. Third, autistic students often felt that support while working away from the university campus (e.g., on an internship/placement) was somewhat deficient. Fourth, the data revealed that autistic students can clearly articulate the deficiencies of the support provided to them and how those deficiencies might be addressed to enhance their employability skills and, by extension, their opportunities for success in the labor market. Conclusions: Autistic students would benefit from their universities adopting a more holistic approach to supporting them by engaging with (potential) employers and coworkers. Specifically, there is a need for university disability support workers to develop their knowledge and skills in careers and employability matters. They should aim to develop these to a level similar to that of university careers support workers. There is also a need for autistic students to be better supported while away from campus at a work placement. Community Brief Why is this an important issue? Autistic people often face discrimination in the workplace. More autistic people are going to university and may study on a program that has a work internship built in, requiring them to compete in recruitment and selection processes that are known to be problematic for many autistic people. While universities offer support to autistic students, it is not well known how that support is experienced in relation to employability skills development and while working as an intern. What was the purpose of this study? The study aimed to present the experiences of autistic students of applying for work, including internships, and working. It also aimed to present what autistic students thought about their future careers. Another purpose of the study was to provide recommendations to universities on providing support to autistic students on employability and employment. What did the researchers do? We developed an in-depth survey of 25 questions and distributed it to all autistic students receiving disability support at a UK university. Twelve autistic students responded, providing a set of authentic testimonies about employability skills development, employment experiences, support received, and support they would have liked to have received. What were the results of the study? The autistic students reported confidence in the skills and talents they could offer an organization. The autistic students also reported that the employment and employability support provided by the University was often unhelpfully fragmented. This was because different support teams provided different types of support. Autistic students also felt that support was somewhat deficient when they were working as interns away from their university campus. The autistic students clearly articulated how support might be better provided for them by the university. For example, they might receive specific support with preparing for a job interview as an autistic person, and might receive good advice on managing anxieties in the workplace. What do these findings add to what was already known? While previous research has shown that autistic students typically benefit from having a single point of support at university, this study highlights that this is particularly important when it comes to support when seeking employment and when in employment as a student, particularly when working away from campus. What are potential weaknesses in the study? Our study is limited to autistic students from just one high-ranking and high-tariff university in the United Kingdom. As such, they may not be entirely representative of students at other universities and in other countries with different disability support systems and employment protections for autistic people. How will these findings help autistic adults now or in the future? The findings will help universities to improve their disability support service for autistic students. The findings point to a need for universities to adopt a more holistic service, more focused on the individual employment and employability needs of the autistic student. By adopting recommendations to better support autistic students seeking work and in work, autistic students will more likely find suitable and fulfilling employment when they leave university.

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11. Anderson A. Autism-Informed Academic Librarians. Autism in Adulthood. 2024; 7(2): 223-8.

Background: On college campuses, the academic library can be a place of comfort for some Autistic students. Autistic college students report using the library to explore their interests and as a place to escape a busy campus environment. However, academic librarians are not required to have a formal education about autism or neurodiversity more broadly. Methods: Through content analysis, this study examines sessions presented at the largest biannual conference for academic librarians in the United States to determine if, and how, attendees gain access to autism information. Results: Results indicate that few sessions focus specifically on autism but that the number is growing, especially when included within sessions about neurodiversity more broadly. Additionally, the language used to describe autism is increasingly in alignment with Autistic preferences. Conclusion: Conference sessions about autism and neurodiversity are limited but growing in number and quality. By encouraging more professional development opportunities for academic librarians to learn about autism, college and university students will benefit from more informed librarians and more inclusive library environments. Community Brief Why is this an important issue? Academic libraries are important support spaces for some autistic college students, yet academic librarians receive no formal training or education about autism. What was the purpose of this study? This study sought to understand if academic librarians receive autism education through professional conference sessions. What did the researchers do? The researcher studied conference programs from five previous biannual, national conferences of the Association of College and Research Libraries (ACRL), the largest conference in the United States for academic librarians, to find all references to autism or neurodiversity more broadly. The researcher analyzed conference sessions using descriptive statistics to provide basic frequencies and qualitative methods to assign meaning to session metadata and descriptions. What were the results of the study? Conference sessions about autism or neurodiversity were limited, with very few specifically addressing the topic. However, with the exception of 2017, these offerings have steadily increased since 2015. Language used to describe these sessions varied, but sessions used the term ?neurodiversity? or its derivatives with greater frequency in most recent conference years, indicating greater awareness and understanding of this concept. Finally, sessions largely moved away from deficit-based language. What do these findings add to what was already known? This is the first study to look at academic library conference sessions for autism references. It helps us to understand what information is being provided and what autism education academic librarians still need. What are potential weaknesses in the study? This study only looked at sessions presented for the national conference. Academic librarians may be getting autism information from state or local conferences or other professional development avenues. More information provided through interviews and surveys with academic librarians and autistic library users may help provide additional context for these results. How will these findings help autistic adults now or in the future? Previous work indicates that autistic college students appreciate their academic libraries. Creating more autism-informed academic librarians will help ensure these remain or become even more inclusive, supportive campus spaces.

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