1. Nachman BR, Coombs E, Cox BE, Johnson J, Muhammad B, Peña E, Vincent J. An Expert Discussion on Autism in Postsecondary Education and the “Empowering Engines” Who Do Good. Autism in Adulthood. 2025; 7(4): 333-40.

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2. Wozniak JA. Autism, Education, and Philosophy. Autism in Adulthood. 2024; 7(4): 341-3.

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3. Cowell RL. Communicating Diversity: (Cognitive) Ableism in Information-Seeking Research. Autism in Adulthood. 2024; 7(4): 344-52.

The applied science of Library and Information Science (LIS) has long emphasized understanding user behaviors in information-seeking processes, particularly in higher education environments where new information and research are generated. However, a notable gap exists in the literature regarding the information-seeking and information-use experiences of autistic and neurodivergent students and adults, impacting an interconnected network of relationships between researchers, librarians, LIS students, and postsecondary students seeking support and services. In LIS, research informs practice, and information-seeking is a cognitive and learning process, especially prescient in academic institutions. The failure to address the information needs of autistic, neurodivergent, and disabled people in LIS research and LIS curricula, which educates future librarians, impoverishes both practitioners and students. Drawing from personal experiences and empirical data, the author highlights the prevalence of neurodivergent students in higher education and investigates why, despite a growing awareness of neurodiversity, LIS research, scholarship, and program curricula largely overlook the specific needs of neurodivergent individuals. The article asks questions and proposes ideas for facing the consequences of an incomplete LIS education, addressing the necessity of introducing inclusive pedagogical practices in the academic library and getting honest about the field?s cognitively biased scholarship because we cannot understand the information behavior landscape in all its neurobiological variations nor anticipate the future of information use and creation if we have bypassed neurodivergent and autistic minds.

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4. Blaskowitz MG, Pustorino-Clevenger AM, Killion M, Shirlow C. Are Universities Ready to Support Autistic Students? A Call to Increase Coordinated Campus Efforts. Autism in Adulthood. 2025; 7(4): 353-66.

Over the past decade, universities have seen an increase in autistic student enrollment; however, many of these universities are not supporting autistic students to have a quality college experience. Although more autistic young adults are pursuing college, many do not persist to graduation due to a lack of individualized accommodations, siloed provision of support from universities, and overall hesitancy among faculty, staff, and administration to include autistic students in all campus spaces. In addition, autistic students struggle to build self-advocacy, self-determination, and functional life skills upon transition from high school. This Perspectives article was written by a team of inclusive postsecondary education professionals who have seen firsthand the challenges that autistic students experience in college. These authors advocate for increased coordination and collaboration among university units to promote greater inclusion and targeted support for autistic students on their campuses. These recommendations include employing a student-centered approach to understanding and supporting autistic students, training faculty on autism and Universal Design Learning practices, and intentionally embedding opportunities for autistic students to enhance their social?emotional learning and on-campus relationships. Our direct experiences in trialing these systems of support have cultivated more accepting and positive environments for autistic students. Neurodivergent students deserve the same access and opportunity to seek higher education as their neurotypical peers. This article presents actionable steps for how this can happen on college campuses.

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5. Ames ME, Sihoe CE, Coombs EC, Foreman S, Punt K, Singh V, Stack T, McMorris CA. Experiences of Autistic Students in Postsecondary Education: A Review of Reviews. Autism in Adulthood. 2025; 7(4): 367-85.

Background: The number of autistic students enrolling in postsecondary education is rising, accompanied by an increase in research and subsequent reviews (i.e., meta-analyses, systematic and scoping reviews) describing the experiences of autistic postsecondary students. We summarize the current state of the literature by describing the characteristics (e.g., publication year, language use), evaluating the quality, and mapping the domains and findings of reviews examining autistic postsecondary students to inform future directions of this research. Methods: Preferred Reporting Items for Systematic Reviews and Meta-Analyses guidelines for systematic reviews and meta-analyses were followed. Reviews were included if they were (1) published between January 2000 and December 2023; (2) focused on postsecondary students who had a diagnosis of autism or self-identify as autistic; and (3) focused on experiences of autistic students in postsecondary settings. Consistent with other reviews of reviews, articles were coded for quality, including publication bias. Thematic analysis was used to extract themes from reviews. Results: Out of 1575 articles, 26 published reviews were included. Over half the reviews were published within the past 5 years (i.e., 2019 onward; k = 14; 54%) and were systematic or scoping reviews (k = 20; 77%), while half were conducted by researchers from the United States. The quality of systematic or scoping reviews (k = 20) was mostly acceptable; however, only three assessed publication bias and eight appraised study quality. Six themes were constructed from coded information identifying gaps, main findings, and review strengths as follows: (1) the need for methodological rigor; (2) the need for evidence-based, individualized supports; (3) the need to consider autistic students as a heterogenous population with diverse academic experiences; (4) the need to understand nonacademic factors impacting academic experiences; (5) research addressing or highlighting relevant gaps; and (6) research guided by lived experience and frameworks. Conclusions: We summarize key findings from the current literature and make relevant recommendations to move the research on autism in postsecondary forward.

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6. White LM, Adams D, Simpson K, Malone SA. Transitioning on from Secondary School for Autistic Students: A Systematic Review. Autism in Adulthood. 2024; 7(4): 386-402.

Background: Transitioning on from secondary school to further education, work, and new postschool relationships can be a challenging time for autistic young adults. The often poorer postschool outcomes of autistic young adults suggest there are some limitations on the effectiveness of present transition preparations. This warrants further investigation. Therefore, this review aimed to identify and synthesize the (a) study characteristics, (b) focus, (c) outcomes, and (d) methodological reporting of research on autistic students transitioning on from secondary school. Methods: The authors followed the Preferred Reporting Items for Systematic Reviews and Meta-Analyses standards to conduct a systematic quantitative review. They registered a protocol with PROSPERO (ID: CRD42022358884) and conducted searches between August 2022 and April 2023 using six databases (ERIC, Scopus, PsycINFO, PubMed, ProQuest Dissertations and Theses Global, and ProQuest Central). The authors used quantitative analysis to identify research trends and gaps and used the Quality Assessment with Diverse Studies (QuADS) tool to assess methodological reporting. Results: The review identified 119 studies, which focused on academic, vocational, or social transitions, or a combination of these. Included research regularly used qualitative methods to report on autistic young adults without co-occurring intellectual disability completing academic transitions in metropolitan/urban parts of the United States. It shows that planning for and supporting the transition is crucial, as is successful home?school collaboration. However, homogeneity within participant groups, and the limited involvement of autistic/autism community members in research design and conduct, often limits generalizability. Conclusion: This review highlights the need for cautious application of findings to policy and practice, particularly given the limited heterogeneity of participant groups. Future research should explore how to empower young adults from diverse autistic subgroups to be leaders of their transition. It should explore the roles of parents and schools in achieving effective home?school collaboration during this transition. This will help supporters to more precisely meet the needs of autistic students entering postschool life.

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7. Koops I, Duckett P, Gerace A. Investigating the Outcomes and Quality of Support Programs for Autistic Young Adults in Higher Education: A Systematic Review. Autism in Adulthood. 2025; 7(4): 403-20.

Background: Participation rates for autistic young adults in higher education are increasing. However, academic outcomes and retention are lower than for neurotypical peers, and mental health and well-being concerns exist for these young people. Universities and colleges must provide inclusive supports that consider the needs of autistic young people and reflect neurodiverse affirming approaches. Our systematic review examined empirical studies of support initiatives for autistic young adults in higher education. We considered initiatives? impact in enhancing psychological well-being, academic achievement and retention, and the extent to which programs were coproduced and informed by an understanding of autistic culture and individual experiences. Methods: Our review followed the Preferred Reporting Items for Systematic Reviews and Meta-analysis standards of systematic review. Studies conducted between 2013 and 2023 that investigated programs for autistic young adults in university and examined psychological well-being, academic achievement, or retention were eligible for inclusion. Sixteen studies met the inclusion criteria. We critically appraised those studies using the Joanna Briggs Institute tool and assessed the support initiatives for quality following the Australasian Society for Autism Research criteria. Results: The most prevalent support programs for autistic young adults in higher education were mentoring initiatives. Multimodal interventions adopted a psychosocial focus, with primary aims of developing social, organizational, and empathic listening skills. Participants in mentoring programs demonstrated increases in well-being and academic outcomes, including participants? feelings of connection, belonging, and academic self-efficacy. Multimodal interventions showed reductions in areas such as anxiety and loneliness, and improvements in self-esteem. Conclusion: The support programs we identified in this review demonstrated positive effects for autistic young people?s well-being, academic achievement, and retention. Mentoring interventions were beneficial and focused on individual strengths, interests, and challenges of autistic individuals. Our recommendation for future research and support initiatives is to tailor programs to the individual needs of autistic university students, using codesign principles and focusing on environmental and systemic changes to enhance their full participation in higher education.

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8. Hodges-Fulton MR, Monahan J. Understanding Autistic Identity Disclosure in Higher Education. Autism in Adulthood. 2025; 7(4): 421-34.

Background: As autistic students enter postsecondary education, they must decide if and when to disclose their autistic identities. The existing literature on this topic either focuses on students with disabilities more broadly or is not the exclusive focus of the study. Given the need to disclose in order to receive accommodations and the inherent risk involved in disclosing a marginalized identity, it is imperative to understand what factors lead to an autistic college student?s willingness to disclose. Methods: After an extensive literature review on disclosure, we created a survey to better understand autistic college students? disclosure thoughts and behaviors. Researchers developed the survey and obtained feedback on item clarity and importance from autistic college students. We distributed the survey through national networks, resulting in a sample of 123. We analyzed the data using descriptive statistics, ordinal logistic regression, and Mann?Whitney U tests. We analyzed open-ended data using an inductive thematic approach. Results: The sample was diverse in gender and sexuality, and the majority had co-occurring mental health conditions. Being autistic was an important part of the student?s identity, but they expressed worries about negative perceptions or impacts from disclosure. Most students wished they could disclose without consequences. Willingness to disclose to a professor at the beginning of the semester was predicted by how safe a student felt it would be to disclose at their university and the necessity of accommodations. Cisgender, heterosexual students, and white students were more likely to disclose than LGBTQIA+ students and students of color, respectively. In open-ended responses, students discussed concerns about disclosure and when they feel safe to disclose. Conclusion: We provide questions for students to consider when contemplating disclosure and recommendations for higher education professionals and future research.

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9. Jack C, Crane L, Kenny A, Blaisdell C, Davis R. “There’s Only So Much the School Can Change About Itself … Before You Need to Change Something About Yourself”—a Qualitative Analysis of the Experiences of Neurodivergent Student Teachers. Autism in Adulthood. 2024; 7(4): 435-46.

Background: In Scotland, to become qualified to teach children in primary schools (aged 4?11 years), student educators must complete degree programs that include a combination of university- and school-based placement learning environments. Previous studies have examined the experiences of neurodivergent students in other professional degree programs, most notably in health care. Yet there is limited research considering the barriers and enablers for neurodivergent students in programs leading to careers in education. Methods: This study contributes to the evidence base by examining the experiences of neurodivergent student participants from two education studies programs run by one Scottish university: one including required professional placement experience in schools leading to professional teaching qualification status and the other a theory-based course with flexible community placement options. Nine neurodivergent students, all originally following the professional placement strand, participated in a semi-structured interview. Data analysis was led by a neurodivergent educator, using reflexive thematic analysis. Results: The resultant themes identified were named to reflect the lived experience of participants: Who we are matters; How we are matters; How we know matters; and What we need matters. Neurodivergent education students reported risk of withdrawal from and/or challenges within the professional strand program, particularly emphasized in relation to placements. They felt that they needed to navigate additional systemic barriers to reach the same result as neurotypical peers. Furthermore, they discussed how the accessibility and attitudes of others impact upon opportunities for disclosure, inclusion, and support. Our findings also suggest the possibility of an attitudinal hierarchy of neurodivergence acceptability occurring within educational environments. Conclusions: Neurodivergent students report a range of challenges when attempting to successfully complete education degree programs leading to the teaching profession. Our findings identify the need for greater advocacy, support, and inclusion of neurodivergent participation, which attends to the nuanced experiences that education students face.

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10. Bayeh R, Ryder AG. Neurodiversity, Minority Status, and Mental Health: A Quantitative Study on the Experiences of Culturally Diverse University Students in Canada. Autism in Adulthood. 2025; 7(4): 447-61.

Background: There is community knowledge shared among autistic and other neurodivergent (ND) communities that ND individuals are more likely to share other non-normative identities, along with research demonstrating that ND individuals have worse mental health outcomes than neurotypicals (NTs). The purpose of this study is to assess how co-occurrence of neurodivergence with other minority statuses impacts distress and discrimination among students in a large university student sample (N = 2206) in Canada and to examine representation of ND students across different identities and minority groups. Methods: Participants were recruited to an online survey and coded based on reported gender, sexuality, racial and linguistic groups, citizenship status, relationship preferences, religiosity, socioeducational profile, and neurodivergencies. Psychological distress was assessed using the Depression, Anxiety, and Stress Scale (DASS-21), and experience of discrimination was assessed using the Everyday Discrimination Scale (EDS). Analyses of variance were conducted to examine the differences in DASS-21 and EDS scores between ND and non-ND groups across different groups. Results: ND participants were more likely to share Two-Spirit, lesbian, gay, bisexual, transgender, queer, questioning, and other nonheterosexual and gender-expansive identities and to engage in nonconventional relationship dynamics, academic trajectories, and spiritual paths. White participants were proportionally more represented among NDs than non-White participants, which might reflect cultural and systemic factors. ND participants had higher scores in all subscales of the DASS-21 but not the EDS. Main and interaction effects in DASS-21 scores were observed between neurodivergence and gender, racial group, and income, and main effects were observed in nonheterosexual participants. Main and interaction effects were found between neurodivergence and racial and linguistic minority statuses in discrimination scores. Conclusion: Results of this study reflect the community-based understanding that ND individuals are more likely to share other non-normative identities and enlighten the impact of race, gender, and linguistic status on the mental health of ND university students. Our findings endorse a culturally sensitive approach for supporting neurominoritized students.

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11. Kennedy LJ, Richdale AL, Lawson LP. Comparing Disclosure and Supports used by Higher-Education Students with Neurodivergent or Mental Health Conditions. Autism in Adulthood. 2025; 7(4): 462-78.

Background: Retention and academic success are associated with accessing supports for students with disabilities and/or mental health conditions (MHCs); however, many students do not disclose to their institution. While disclosure and supports use have been investigated for Autistic students, less is known about other neurodivergent students, those with multiple minority identities, and whether this differs from the experiences of non-neurodivergent students with MHCs (NND-MHCs). Methods: Using the bioecological framework, we investigated disclosure experiences and supports use for neurodivergent and NND-MHC students via an anonymous online survey capturing diagnoses, disclosure experiences, supports usage, and new supports wanted from 131 neurodivergent and 42 NND-MHC Australian and New Zealand higher education (HE) students. Kruskal?Wallis, Chi-square, and Fisher?s Exact tests were used to compare neuro groups. Results: Neurodivergent participants were grouped into Autistic, Attention Deficity/Hyperactivity Disorder (ADHD), Autistic-and-ADHD (AuDHD), and ND-other. More AuDHD students disclosed to their institution than NND-MHC (83%?19%, p < 0.001). Similar proportions of neurodivergent and NND-MHC students found disclosure helpful and intended to disclose in the future. Minority-identity scores differed significantly, but did not affect disclosure. More AuDHD students (74%) accessed supports than the other groups (38%?58%), but this was not significant (p = 0.074). There were significant group differences in use of note-takers, extended time for examinations/assignments, computer use in examinations, group project alternatives, and modified orientation. NND-MHC students reported lower overall supports use than the neurodivergent groups, p = 0.028. Support helpfulness ratings were similar for neurodivergent (95%) and NND-MHC (96%) students. Neurodivergent groups (77%?87%) wanted new neurodivergent-specific supports in both structured and unstructured formats, with neurodivergent mentors/facilitators preferred by the Autistic, ADHD, and AuDHD groups, 50%?71%. Conclusion: Apart from the AuDHD group, less than half of eligible students disclose to their institution or use supports, but when they do, they find them helpful. A more nuanced understanding of neurodivergent students? support needs is required to improve their HE experience and completion rates.

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12. South M, Park SY, Berman M. Mental Health as a Key Mediator for Outcomes in Postsecondary Education, Employment, and Everyday Living in Autistic Adults. Autism in Adulthood. 2025; 7(4): 479-92.

Background: As the number of adults who identify as autistic increases, it is vital to understand factors that improve autonomy and achievement of a good life for autistic adults. Postsecondary education and employment may contribute to higher levels of independence but may also add stress and increase mental health concerns. This study aimed to explore interactions of mental health concerns with adaptive daily living (ADL) outcomes, defined for this study as postsecondary education and employment outcomes, in verbally fluent autistic adults. Methods: We surveyed 140 adults with confirmed (n = 114) or self-reported (n = 26) autism diagnosis regarding autism traits, camouflaging traits, and mental health concerns including anxiety, depression, and intolerance of uncertainty. At the same time, we asked for detailed reports of postsecondary educational and employment activities for data needed to rate an adapted version of the Vocational Index and also for report of daily activities using the WHO Disability Assessment Schedule 2.0 scale. A structural equation model tested hypothesized relationships among these factors. Results: Autistic traits and camouflaging traits did not directly predict ADL outcomes. However, the mental health latent variable was a strong direct predictor of ADL outcomes in that worse mental health predicted better ADL; mental health also significantly mediated the relationships between autism traits and ADL and camouflaging traits and ADL. Conclusions: This sample self-reported substantial education and work experience, though not always at levels high enough to support independence. Nonetheless, overall success in adaptive daily activities remains a significant challenge. Importantly, success in school and work was predicted by poor mental health, an indicator of the high cost of fitting in with neurotypical expectations that highlights the need for neurotypical systems to better understand and accommodate unique strengths and support needs to facilitate success and well-being for autistic adults.

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13. Alhusayni A, Sheppard E, Marsh L. Comparing Self-Perceptions, Meta-Perceptions, and Peer Judgments of the Academic Experience of Autistic and Non-Autistic University Students. Autism in Adulthood. 2024; 7(4): 493-504.

Background: Previous research has shown that, when presented with brief samples of behavior, non-autistic university students judge autistic peers less favorably than non-autistic peers on measures of academic experience (e.g., motivation to study, academic success, average grades). The current research aimed to determine whether these judgments accurately reflect the academic experiences of the autistic students, or represent a bias of non-autistic perceivers. We also investigated whether autistic students are aware of how they are perceived by their peers. Methods: Nineteen autistic and 19 non-autistic students (stimulus participants) were video recorded while completing a questionnaire about their academic experience. They self-reported their level of academic success, motivation to study, happiness at university, and average grades. They also reported their meta-perceptions about the same measures. Recorded videos were presented to 30 new non-autistic students (perceivers), who were asked to judge each stimulus participants? academic success, motivation to study, happiness at university, and grades. Results: Autistic stimulus participants were rated less positively than non-autistic stimulus participants on all measures except motivation to study. Comparison with participants? self-reports showed that perceivers? judgments had a strong negative bias for ratings of autistic stimulus participants, but this bias was also present for non-autistic stimulus participants on some measures. Comparison of perceiver perceptions with stimulus participants? meta-perceptions showed that neither group of participants was aware how they were perceived, and the autistic group expected to be perceived in an overly positive way. Conclusions: We replicated previous research showing autistic people are perceived less favorably by non-autistic others in relation to their academic experience. As the perceptions were not accurate, we suggest this reflects a persistent bias in the perception of autistic people. Nevertheless, over time this bias could genuinely impact academic outcomes of autistic students, if it leads to exclusion from social and peer learning opportunities.

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14. Neilson S, O’Kelly J, Doyle JK, Kenny N, O’Neill C, Butler S, McDonald J. “…Fallen through the cracks…”: A Co-Produced Qualitative Exploration of Autistic Student Experiences at an Irish Higher Education Institution. Autism in Adulthood. 2025; 7(4): 505-16.

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.

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15. Baker-Ericzén MJ, Schuck R, Herrera J, Gutierrez Miller I, MacDonald-Caldwell R. Piloting the College SUCCESS Curriculum on Campus: A Program to Enhance Executive Functioning and Social Cognitive Skills in Autistic College Students. Autism in Adulthood. 2025; 7(4): 517-34.

Autistic college students report that they experience difficulties in executive functioning (EF) and social interactions, which can impact their academic success and postcollege outcomes. Few programs exist that focus on both cognitive and social strategies, especially those developed with autistic partners. This study presents a community pilot of a curriculum designed to fill this gap: College SUCCESS. Autistic college students (N = 21) enrolled in College SUCCESS at their university/college through disability services. College SUCCESS is a 26-week group-based curriculum that autistic partners codeveloped; the first half focuses on EF, and the second half focuses on social cognition and communication, all within the context of succeeding at college. Thirteen students completed the curriculum. Students filled out questionnaires and completed task-based assessments before and after the program. Parents and group instructors also filled out questionnaires. Several areas of self-reported EF showed significant improvements from pre- to post-SUCCESS. Self-reported social communication and motivation also increased after the program. Students additionally demonstrated significant changes in social interaction in the context of role-play scenarios. Overall, students and their parents rated the program highly and commented that it had a positive impact. College SUCCESS represents one of the first programs for autistic college students that targets both cognitive and social cognitive skills and community partners codeveloped it. The curriculum could lead to better postsecondary and employment outcomes for autistic individuals. Researchers need more studies, particularly with larger samples, to understand how the College SUCCESS curriculum impacts autistic college students? long-term functioning and life outcomes.

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