Study progression and degree completion of autistic students in higher education: a longitudinal study
Open accessAbstract
Individuals with autism increasingly enroll in universities, but researchers know little about how their study progresses over time towards degree completion. This exploratory population study uses structural equation modeling to examine patterns in study progression and degree completion of bachelor’s students with autism spectrum disorder (n = 101) in comparison to students with other recorded conditions (n = 2,465) and students with no recorded conditions (n = 25,077) at a major Dutch university. Propensity score weighting is applied to balance outcomes. The research shows that most outcomes (grade point average, dropout rates, resits, credits, and degree completion) were similar across the three groups. Students with autism had more no-shows in the second year than their peers, which affected degree completion after 3 years. The overall performance of autistic students appeared to be adequate and comparable to their peers. However, addressing participation and inclusivity is vital to improve academic support for students with autism. These insights can enable universities to develop appropriate and timely support for all talented students to progress in their studies and complete their degrees.
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Possible influences of co-occurrences on student progression and degree completion are acknowledged as unknown.
“However, possible influences of co-occurrences on student progression and degree completion are acknowledged as unknown (Bakker et al., 2023).”
From Neurodivergent (Autism and ADHD) student experiences of access and inclusion in higher education: an ecological systems theory perspective (2025) · cites this paper as Bakker et al., 2023
ADHD students have been found to demonstrate equivalent academic performance to autistic students and those with no recorded conditions.
“With inclusivity, parity can be achieved, as ADHD students have been found to demonstrate equivalent academic performance to autistic students and those with no recorded conditions (Bakker et al., 2023).”
From Neurodivergent (Autism and ADHD) student experiences of access and inclusion in higher education: an ecological systems theory perspective (2025) · cites this paper as Bakker et al., 2023
Cites
Van Hees, V., Moyson, T., & Roeyers, H. (2015) · Journal of Autism and Developmental Disorders · doi:10.1007/s10803-014-2324-2 · Cited by 387 · see citing works
Neurodiversity in higher education: a narrative synthesis
Clouder, L., Karakus, M., Cinotti, A., Ferreyra, M. V., Fierros, G. A., & Rojo, P. (2020) · Higher Education · doi:10.1007/s10734-020-00513-6 · Cited by 385 · cited 1× · see citing works
“Because participation is critical, support 1 3 should focus on inclusivity and embracing neurodiversity to avoid reaching a crisis (Clouder et al., 2020; Robertson & Ne’eman, 2021).”
BackgroundUniversity students with autism: the social and academic experiences of university in the UK
Gurbuz, E., Hanley, M., & Riby, D. M. (2019) · Journal of Autism and Developmental Disorders · doi:10.1007/s10803-018-3741-4 · Cited by 232 · cited 1× · see citing works
“These findings support findings from qualitative research on autistic students’ growing procrastination, feelings of disengagement, and thoughts of withdrawal (J. M. Anderson, 2014; Cage & Howes, 2020; Gurbuz et al., 2019).”
ResultAnderson, A. H., Stephenson, J., & Carter, M. (2017) · Research in Autism Spectrum Disorders · doi:10.1016/j.rasd.2017.04.002 · Cited by 196 · see citing works
Background and enrollment characteristics of students with autism in higher education
Bakker, T., Krabbendam, L., Bhulai, S., & Begeer, S. (2019) · Research in Autism Spectrum Disorders · doi:10.1016/j.rasd.2019.101424 · Cited by 92 · see citing works
Self-citationChown, N., Baker-Rogers, J., Hughes, L., Cossburn, K. N., & Byrne, P. (2018) · Journal of Further and Higher Education · doi:10.1080/0309877x.2017.1323191 · Cited by 46 · see citing works
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Butcher, L., & Lane, S. (2025) · Higher Education · doi:10.1007/s10734-024-01319-6 · Cited by 54 · see citing works
“However, little is known about Autistic students’ academic progress in HE (Bakker et al., 2023).”
Influential
- Authors
- Bakker, T., Krabbendam, L., Bhulai, S., Meeter, M., & Begeer, S.
- Affiliations
- Vrije Universiteit Amsterdam (NL)
- Corresponding author
- Bakker, Theo
- Venue
- Higher Education
- Published
- 2022-03-12
- Volume
- 85
- Issue
- 1
- Pages
- 1-26
- ISSN
- 0018-1560 (ISSN-L)
- 1573-174X
- OpenAlex
- W4220812659
- Cited by
- 28
- References
- 6
- Citations by year
- 2026: 7 · 2025: 6 · 2024: 7 · 2023: 6 · 2022: 2
- FWCI
- 6.08
- Type
- journal article
- Language
- en
- Open access
- hybrid
- doi.org
- Locations
- Higher Education (publishedVersion, cc-by)
- VU Research Portal (submittedVersion, other-oa)
- Funders
- Vrije Universiteit Amsterdam
- Topics
- Social Sciences › Safety Research › Disability Education and Employment
- Social Sciences › Education › Higher Education Research Studies
- Life Sciences › Neuroscience › Cognitive Neuroscience › Autism Spectrum Disorder Research
- Keywords
- autism spectrum disorder, students with autism, graduation, academic performance, grade point average, school dropout, missed appointments, academic support, inclusivity, university students
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