Document Type
Portfolio
Publication Date
4-27-2026
Abstract
Goal Statement
Significant barriers exist for neurodivergent individuals when they try to access higher education and these barriers continue to disrupt their ability to persist and obtain a college degree or secondary professional education. By implementing targeted academic supports and increasing authentic inclusive education practices on campuses and in online education spaces, barriers can be reduced or eliminated. With clear actionable steps and intentional buy in from institutions, barriers present for teens and young adults with autism are removed and higher education.
Significant Findings
College students with autism spectrum disorder (ASD) are a growing population in higher education, but they face persistent challenges that negatively impact graduation rates. Characteristics of this population include individuals with difficulty managing executive function, social skills, mental health, and navigating new types of academic environments. While these individuals often have significant intellectual abilities, they are far less likely to complete their education. Research shows inadequate institutional support and minimal or inappropriate accommodations further exacerbate these problems (Austermann et al, 2023). With simple additions to supports offered such as sensory-friendly environments, proactive advising models, and adequate ongoing professional development regarding neurodivergence for faculty and staff, graduation rates can increase leading to long term success and meaningful societal contributions.
Objectives/Strategies/Interventions/Next Steps
To advance this area of study and develop accessible and impactful resources, efforts must continue to drive change forward. Institutions must realize the growing neurodivergent population that exists and rethink what limits are in place due to fixed mindsets from inaccurate beliefs about this population. Organizations like Mentoring, Organization and Social Support for Autism Inclusion on Campus (MOSSAIC) add value to what is known about eliminated barriers and focusing on opportunities for individuals with autism by teaching critical skills to support student success.
Partnering with organizations in Hillsborough County, Florida that are doing high quality work with this population, can expand their influence to institutions of higher education. Additionally, by continuing to strengthen ongoing education for faculty and staff, provide appropriate mental health support within the institutions including those with student populations that span state lines, integrate strong peer support systems among the student body, and develop systems to create a focus on continuous process improvements connected to this work within the institutions, the next steps can lead to successful reduction in dropout rates for individuals with autism in Hillsborough County, Florida, and perhaps in other communities of higher education across the United States through scalable efforts.
