University students with autism: the social and academic experiences of university in the UK
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The number of university students with autism is increasing, and it is crucial that these students can access adequate support. An online questionnaire was completed by 26 autistic students and 158 non-autistic students enrolled at UK universities to investigate social and academic experiences. Autistic students self-reported significant challenges and more mental health difficulties than non-autistic students. Significant challenges focused on the social components of university life, including social skills, social support opportunities, and levels of ASD awareness from others. Many strengths were also reported regarding academic skills of autistic university students. Importantly, there were more thoughts of withdrawal by the students with autism highlighting the need for support. These data can inform university student support services.
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A common theme in the educational experiences of neurodivergent students is anxiety, triggered by uncertainty of what is required of them in the learning situation, interactions with others inside and outside of the classroom, fear of failure, managing time, perfectionism, and additional causes of stress and fatigue not shared by their peers (e.g., sensory stress), among many other factors.
“A common theme in the educational experiences of these students is anxiety, triggered by uncertainty of what is required of them in the learning situation, interactions with others inside and outside of the classroom, fear of failure, managing time, perfectionism, and additional causes of stress and fatigue not shared by their peers (e.g., sensory stress), among many other factors (Gurbuz et al.,”
From Compassionate pedagogy for neurodiversity in higher education: A conceptual analysis (2023) · cites this paper as Gurbuz et al., 2019
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Experimental — accuracy not yet measuredFor autistic students, achieving a sense of belonging in the university community may be a key challenge because social situations can be overwhelming but unavoidable, and socialising in different ways with peers can attract bullying or result in loneliness.
“For autistic students, achieving a sense of belonging in the university community may be a key challenge: social situations can be overwhelming but unavoidable, and socialising in different ways with peers can attract bullying or result in feelings of loneliness (Bauminger et al., 2003; Gurbuz et al., 2019).”
From Compassionate pedagogy for neurodiversity in higher education: A conceptual analysis (2023) · cites this paper as Gurbuz et al., 2019
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BackgroundNavigating Challenges to Facilitate Success for College Students with Autism
Cox, B. E., Edelstein, J. A., Brogdon, B., & Roy, A. (2020) · The Journal of Higher Education · doi:10.1080/00221546.2020.1798203 · Cited by 55 · see citing works
Cunff, A. L., Martis, B.-L., Glover, C., Ahmed, E., Ford, R. M., Giampietro, V., & Dommett, E. J. (2025) · Frontiers in Education · doi:10.3389/feduc.2024.1437673 · Cited by 46 · see citing works
Vergaray, A. D., Arroyo-Paz, A., Cornelio, J. B., Pérez, O. G. A., & Pinto, J. (2023) · Informatics in Medicine Unlocked · doi:10.1016/j.imu.2023.101340 · Cited by 38 · see citing works
Pesonen, H., Waltz, M., Fabri, M., Lahdelma, M., & Syurina, E. V. (2020) · European Journal of Special Needs Education · doi:10.1080/08856257.2020.1769982 · Cited by 32 · see citing works
“…and academic challenges encountered during study have been the subject of research for over a decade (e.g. Accardo et al. 2019; Anderson et al. 2019 ; Cox et al. 2017; Elias and White 2018; Gurbuz et al. 2018; Hillier et al. 2018; Kuder and Accardo 2018; Lambe et al. 2019; Ward and Webster 2018).”
BackgroundPredicting academic success of autistic students in higher education
Bakker, T., Krabbendam, L., Bhulai, S., Meeter, M., & Begeer, S. (2023) · Autism · doi:10.1177/13623613221146439 · Cited by 31 · see citing works
Tan, D., Rabuka, M., Haar, T., & Pellicano, E. (2023) · Autism · doi:10.1177/13623613231219744 · Cited by 30 · see citing works
“…people’s lack of understanding and awareness about autism and autistic people (Cage et al., 2020; Cage & Howes, 2020; Goddard & Cook, 2021; Gurbuz et al., 2019; Vincent et al., 2017), often leading to a lack of appropriate support and accommodations that could truly level the playing…”
BackgroundInfluentialLei, J., Brosnan, M., Ashwin, C., & Russell, A. (2020) · Journal of Autism and Developmental Disorders · doi:10.1007/s10803-020-04391-w · Cited by 34 · see citing works
Anderson, A. H., Carter, M., & Stephenson, J. (2019) · Journal of Autism and Developmental Disorders · doi:10.1007/s10803-019-04259-8 · Cited by 29 · see citing works
“, poor communication and social skills were found to cause some students to struggle during class discussions, group work, and presentations (Cox et al. 2015; Gurbuz et al. 2019), and many were found to have few friends and/or suffer loneliness (e.”
BackgroundCognitive strengths in neurodevelopmental disorders, conditions and differences: A critical review
Maw, K., Beattie, G. W., & Burns, E. J. (2024) · Neuropsychologia · doi:10.1016/j.neuropsychologia.2024.108850 · Cited by 33 · see citing works
Bakker, T., Krabbendam, L., Bhulai, S., Meeter, M., & Begeer, S. (2023) · Higher Education · doi:10.1007/s10734-021-00809-1 · Cited by 28 · 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).”
ResultPsychological Well-being of Mothers with Autistic Children
Alsa, A., Sovitriana, R., Ekasari, A., & Endri, E. (2021) · Journal of Educational and Social Research · doi:10.36941/jesr-2021-0144 · Cited by 27 · see citing works
“Therefore, it is common to discover autistic children with great potentials in achieving optimal development during adolescence and adulthood, including attending undergraduate education and working in certain fields according to special interests and talents (Gurbuz et al., 2019). These patients tend to act excessive…”
BackgroundAnderson, A. H., Stephenson, J., & Carter, M. (2020) · Journal of Autism and Developmental Disorders · doi:10.1007/s10803-020-04386-7 · Cited by 27 · see citing works
Dark, J. (2024) · Frontiers in Psychology · doi:10.3389/fpsyg.2024.1326536 · Cited by 26 · see citing works
Gillespie-Lynch, K., Hotez, E., Zajic, M., Riccio, A., DeNigris, D., Kofner, B., Bublitz, D., Gaggi, N. L., & Luca, K. (2020) · Autism · doi:10.1177/1362361320929453 · Cited by 25 · see citing works
“, 2019), a growing literature highlights challenges they may face with social interactions, self-advocacy, executive functioning, and emotion regulation (Anderson et al., 2017; Elias & White, 2018; Gelbar et al., 2014; Gurbuz et al., 2019; S. L. Jackson et al., 2018).”
BackgroundInclusive considerations for optimal online learning in times of disasters and crises
Thompson, K., & Copeland, C. A. (2020) · doi:10.1108/ils-04-2020-0083 · Cited by 25
Mental Health and University Students on the Autism Spectrum: a Literature Review
Kuder, S. J., Accardo, A. L., & Bomgardner, E. M. (2020) · Review Journal of Autism and Developmental Disorders · doi:10.1007/s40489-020-00222-x · Cited by 21 · see citing works
Sumiya, M., Okamoto, Y., Koike, T., Tanigawa, T., Okazawa, H., Kosaka, H., & Sadato, N. (2020) · NeuroImage Clinical · doi:10.1016/j.nicl.2020.102249 · Cited by 22 · see citing works
“On the other hand, many qualitative studies (Carrington et al., 2003; Gurbuz et al., 2019; O'Hagan and Hebron, 2017; Sumiya et al., 2018) explored the pleasurable experience regarding friendship and the desire to form and maintain friendships in certain individuals with ASD.”
Baek, C., Aguilar, S. J., & Warschauer, M. (2024) · Teaching and Teacher Education : An International Journal of Research and Studies · doi:10.1016/j.tate.2024.104488 · Cited by 23 · see citing works
Ciurana, M. B., & García, M. O. M. (2023) · Studies in Higher Education · doi:10.1080/03075079.2023.2259932 · Cited by 30 · see citing works
“Moreover, students also reported feeling more con fi dent in achieving objectives when these were clearly stated and speci fi c expectations of what was expected of them were provided, aspects also identi fi ed in the work of Gurbuz, Hanley, and Riby (2019).”
BackgroundLocke, J. J., Osuna, A., Myrvold, R., & Closson, J. S. (2023) · Journal of Autism and Developmental Disorders · doi:10.1007/s10803-023-05969-w · Cited by 32 · see citing works
“Despite strong academic skills (Jackson et al., 2018; Gurbuz et al., 2019 ), autistic individuals face several barri - ers that limit their enrollment, retention, academic achievements, and employment rates post-graduation compared to students with other disabilities and their neurotypical peers…”
A Thematic Analysis of the Reported Effect Anxiety Has on University Students
Ladejo, J. (2021) · Education and urban society · doi:10.1177/00131245211062512 · Cited by 23 · see citing works
“On a worldwide scale, university is believed to be a significant lifechanging experience that should hopefully enable young adults with the skills to transition into adulthood and life after university (Gurbuz et al., 2019).”
BackgroundA Peer Mentored Physical Activity Intervention: An Emerging Practice for Autistic College Students
Todd, T. A., Miodrag, N., Bougher, S. C., & Zambom, A. (2019) · Autism in Adulthood · doi:10.1089/aut.2018.0051 · Cited by 23 · see citing works
Autistic undergraduate students’ transition and adjustment to higher education institutions
Kim, S. Y., Crowley, S., & Bottema‐Beutel, K. (2021) · Research in Autism Spectrum Disorders · doi:10.1016/j.rasd.2021.101883 · Cited by 21 · see citing works
O’Connor, M., Jones, S. C., Gordon, C. S., & Joosten, A. (2022) · Autism in Adulthood · doi:10.1089/aut.2022.0053 · Cited by 20 · see citing works
Perspectives of Autistic Emerging Adults, Parents, and Practitioners on the Transition to Adulthood
Lee, H., Lee, G. K., Chun, J., Kuo, H.-J., Curtiss, S., & Okyere, C. (2022) · Journal of Child and Family Studies · doi:10.1007/s10826-022-02430-x · Cited by 20 · see citing works
Autistic Traits and College Adjustment
McLeod, J. D., & Anderson, E. M. (2022) · Journal of Autism and Developmental Disorders · doi:10.1007/s10803-022-05632-w · Cited by 23 · see citing works
“1 3 Studies that evaluate these explanations typically focus exclusively on autistic students or compare autistic students to neurotypical students based on a binary classification of autism (e.g., Casagrande et al., 2020; Elias & White, 2018; Gurbuz et al., 2019; Jackson et al., 2018; Lei et al., 2019).”
BackgroundPositive Predictors of Life Satisfaction for Autistic College Students and Their Neurotypical Peers
Casagrande, K. A., Frost, K. M., Bailey, K. M., & Ingersoll, B. R. (2020) · Autism in Adulthood · doi:10.1089/aut.2019.0050 · Cited by 21 · see citing works
“Despite these challenges, our sample was similar to other studies that compare autistic individuals with their NT peers 10,29,30 and the demographics are similar to the population of autistic college students.”
Universal Design for Learning (UDL) in simulation-based health professions education
Doyle, A. J., O'Toole, M., Cassidy, D., & Condron, C. (2025) · Advances in Simulation · doi:10.1186/s41077-025-00361-3 · Cited by 17 · see citing works
“Creating this “safe container” [47] reduces distress, distrust and reluctance to engage, and potentially eases the stress and tension experienced by learners who have challenges with social functioning and self-expression [51].”
InfluentialExploring the learning experiences of neurodivergent college students in STEM courses
Wang, K. D., McCool, J. T., & Wieman, C. (2024) · Journal of Research in Special Educational Needs · doi:10.1111/1471-3802.12650 · Cited by 15 · see citing works
“For autistic college students, challenges associated with lower academic success include difficulties with group work, sensory overload, burnout, and a lack of clear instructions regarding what was expected of them (Gurbuz et al., 2019).”
BackgroundA Scoping Review of Peer Mentoring Programs for Autistic College Students
Morris, I., Matta, C., & Fung, L. K. (2022) · Review Journal of Autism and Developmental Disorders · doi:10.1007/s40489-022-00325-7 · Cited by 17 · see citing works
“An estimated 54–71% of autistic adults have at least one other psychiatric diagnosis, most commonly mood and anxiety disorders (Autism Spectrum Australia, 2013; Gurbuz et al., 2019; Jackson et al., 2018; Sobanski et al., 2007).”
Vincent, J., Rowe, H. M. C., & Johnson, J. A. (2021) · Research in Education · doi:10.1177/0034523720981123 · Cited by 18 · see citing works
“…findings are consistent with Vincent et al., (2017) participatory study and various other studies (Anderson et al., 2018; Hastwell et al., 2012; Gurbuz et al., 2019; Van Hees et al., 2015), which describe difficulties in relation to a perceived sense of difference, social interactions,…”
BackgroundResultTransition to Higher Education for Students with Autism: Challenges and Support Needs
Sefotho, M. M., & Onyishi, C. N. (2020) · International Journal of Higher Education · doi:10.5430/ijhe.v10n1p201 · Cited by 21 · see citing works
“Gurbuz, Hanley & Riby, (2019) also examined the social and academic experiences of university students with ASD in the UK and found significant academic challenges in students with ASD compared to non-autistic students.”
BackgroundResultInfluentialAutism: Implications for Inclusive Education with respect to Software Engineering
Stuurman, S., Passier, H., Geven, F., & Barendsen, E. (2019) · Computer Science Education Research Conference · doi:10.1145/3375258.3375261 · Cited by 17 · see citing works
“Twenty six university students within the autism spectrum were compared with 158 neurotypical university students (from various universities within the uk) in a study in which they were asked to self-report their strengths and ‘challenges’ [23].”
ResultEvaluating measures to assess loneliness in autistic adults
Grace, K., Remington, A., Davies, J., & Crane, L. (2023) · Autism · doi:10.1177/13623613231217056 · Cited by 16 · see citing works
“%) had gained university qualifications despite autistic people facing significant barriers that often result in them ‘dropping out’ of university (Gurbuz et al., 2019; Newman et al., 2011).”
Backgroundvan Rensburg, M. G. J., & Liang, B. (2023) · Autism in Adulthood · doi:10.1089/aut.2022.0079 · Cited by 16 · see citing works
“13 And when an autistic student does disclose, they may further be tasked with educating others about autism 5 or may be refused opportunities such as work-based placements because of stigma.”
InfluentialStudent belonging: the impact of disability status within and between academic institutions.
Barnes, R., Kelly, A., & Mulrooney, H. (2021) · New Directions in the Teaching of Physical Sciences · doi:10.29311/ndtps.v0i16.3607 · Cited by 13 · see citing works
“…perhaps unsurprising that students with autism report feeling lonely and isolated (Graetz & Spampinato, 2008), and that social difficulties at university are common (Gelbar et al, 2014; Jansen et al. 2018; Gurbuz et al, 2019), even if students themselves want to make friends (Vincent et al, 2017).”
BackgroundThe Future of College Student Mental Health: Student Perspectives
Wu, F., Freeman, G., Wang, S., & Flores, I. (2024) · Journal of College Student Mental Health · doi:10.1080/28367138.2024.2400612 · Cited by 12 · see citing works
“In discussion-based classes, like small seminar classes, students with ASD may struggle to interact and express ideas with peers (Gurbuz et al., 2018).”
Jenks, E., Selman, F., Harmens, M., Boon, S., Tran, T., Hobson, H., Eagle, S., & Sedgewick, F. (2023) · Frontiers in Psychiatry · doi:10.3389/fpsyt.2023.1264895 · Cited by 12 · see citing works
“In Gurbuz et al. (10), students described a difficulty with pacing themselves, sometimes fixating on one subject at the cost of others and the risk of burnout – the potential downside of the ability and desire to ‘hyperfocus’ on a topic or assignment of particular interest.”
BackgroundInfluentialA scoping review of supports on college and university campuses for autistic post-secondary students
Nelson, H., Switalsky, D., Ciesielski, J., Brown, H. M., Ryan, J., Stothers, M., Coombs, E., Crerear, A., Devlin, C., Bendevis, C., et al. (2023) · Frontiers in Education · doi:10.3389/feduc.2023.1179865 · Cited by 12 · see citing works
Haoues, M., & Mokni, R. (2023) · PeerJ Computer Science · doi:10.7717/peerj-cs.1442 · Cited by 12 · see citing works
“On the other hand, Gurbuz, Hanley & Riby (2019) used an online questionnaire to investigate the social and academic experiences of autistic university students in the United Kingdom.”
BackgroundMadaus, J. W., Reis, S. M., Gelbar, N. W., Delgado, J. H., & Cascio, A. (2022) · Neurobiology of Learning and Memory · doi:10.1016/j.nlm.2022.107627 · Cited by 14 · see citing works
“They also noted that the university setting provided an opportunity to test their personal abilities (Gurbuz et al., 2018).”
BackgroundResultInfluentialMadaus, J. W., Cascio, A., Delgado, J. H., Gelbar, N. W., Reis, S. M., & Tarconish, E. J. (2022) · Career Development and Transition for Exceptional Individuals · doi:10.1177/21651434221091230 · Cited by 14 · see citing works
“Typical academic accommodations include extra time on exams, alternate testing sites, alternative assessment methods, note-takers, professors’ notes, technology supports, reduced course load, priority registration, and preferential seating (Barnhill, 2016; Gardner, 2020; Gurbuz et al., 2018).”
BackgroundCanadian Mapping of Autism-Specific Supports for Postsecondary Students
Ames, M., Coombs, C., Duerksen, K. N., Vincent, J., & McMorris, C. A. (2021) · Research in Autism Spectrum Disorders · doi:10.31234/osf.io/n53ce · Cited by 12
Byrne, J. P. (2020) · Innovations in Education & Teaching International · doi:10.1080/14703297.2020.1850320 · Cited by 12 · see citing works
“However, social difficulties can prevent students with ASD putting social skills into practice (Gurbuz et al., 2018).”
BackgroundSynapse: A co-designed neurodivergent peer support programme for higher education settings
Coyle, A., O’Hare, L., & Ramey, D. (2025) · Autism · doi:10.1177/13623613251320448 · Cited by 16 · see citing works
“This has resulted in lower retention rates for autistic students and other students with disabilities within the United Kingdom (Cage & McManemy, 2022; Gurbuz et al., 2019) and the United States (Herbert et al., 2014; Newman et al., 2011).”
Quality of Life among Mothers of High Functioning Autism Spectrum Disorder (HFASD)Adolescents
Aun, N. S. M., Zakaria, S. M., Badayai, A. R. A., Idris, I. B., Daud, T. I. M., & Fazree, S. D. M. (2022) · International Journal of Environmental Research and Public Health · doi:10.3390/ijerph19116663 · Cited by 13 · see citing works
“Significant challenges among autistic youths involve social aspects, such as social skills, social support opportunities, and ASD awareness levels of others [9].”
BackgroundTurner, E., Aitken, E., & Richards, G. (2021) · SAGE Open · doi:10.1177/21582440211050389 · Cited by 11 · see citing works
“For example, group work, presentations and reduced processing speed can be a challenge for autistic students (Gurbuz et al., 2019), and similar effects may extend to students with elevated levels of autistic traits.”
Background“Seeing the Value of Who We Are”: Understanding and Supporting Autistic University Students
Tan, D. W., Rabuka, M., Hardy, L., Haar, T., & Pellicano, E. (2025) · Autism in Adulthood · doi:10.1089/aut.2024.0302 · Cited by 10 · see citing works
“Speci fi cally, these studies have focused on autistic students ’ strengths and weaknesses 1 – 3,15, 25, 27 and, as a result, The variability in autistic students ’ abilities across contexts underscores the importance of supportive environments in shaping their experiences.”
Santhanam, S., & Wilson, K. (2024) · American Journal of Speech-Language Pathology · doi:10.1044/2024_ajslp-22-00381 · Cited by 10 · see citing works
Riordan, J., Timperley, S., O'Brien, C., Edwards, C., Murrihy, C., Harrison, M., McKay-Brown, L., & Mendus, A. (2024) · Neurodiversity · doi:10.1177/27546330241285353 · Cited by 10 · see citing works
“Though neurodivergent post-graduate students also shared that the faculty ’ s open-plan design was a barrier to their success, they reported fewer concerns about the faculty ’ s physical spaces compared to autistic undergraduate students (Gurbuz et al., 2019; O ’ Connor et al., 2024”
InfluentialLim, E., Wong, S. H., Gurbuz, E., Kapp, S. K., López, B., & Magiati, I. (2023) · Education sciences · doi:10.3390/educsci13080818 · Cited by 10 · see citing works
Self-citationNachman, B. (2023) · Journal of College Student Development · doi:10.1353/csd.2023.a907339 · Cited by 10
“Many choose not to disclose because they feel supports are unnecessary (Frost et al., 2019; Gurbuz et al., 2019).”
BackgroundMOTIVATEME!: AN ALEXA SKILL TO SUPPORT HIGHER EDUCATION STUDENTS WITH AUTISM
Bakhai, A., Constantin, A., & Alexandru, C. (2020) · Proceedings of the 14 th International Conference on Interfaces and Human Computer Interaction 2020 and 13 th International Conference on Game and Entertainment Technologies 2020 · doi:10.33965/ihci_get2020_202010c024 · Cited by 10 · see citing works
“In the UK, the number of students with Autism Spectrum Disorders (ASD) at university is increasing (Gurbuz et al. 2019).”
BackgroundInfluentialAre Universities Ready to Support Autistic Students? A Call to Increase Coordinated Campus Efforts
Blaskowitz, M. G., Pustorino-Clevenger, A. M., Killion, M., & Shirlow, C. (2025) · Autism in Adulthood · doi:10.1089/aut.2024.0293 · Cited by 9 · see citing works
“…may have visual, auditory or olfactory stimuli triggers that are not often considered in the planning of campus programming and activities 93,94 (cid:129) Accessibility for club sports, recreation and intramural programs can prove problematic for autistic students who have sensory concerns…”
Buckley, E., Sideropoulos, V., Pellicano, E., & Remington, A. (2024) · Neurodiversity · doi:10.1177/27546330241245354 · Cited by 9 · see citing works
“For those autistic people who attend higher education, there can be many challenges to overcome, including dif fi culties dealing with social interactions, course structure and curriculum demands (Bakker et al., 2023; Beardon et al., 2009; Cage & McManemy, 2022; Gurbuz et al., 2019).”
BackgroundLongitudinal Analysis of Mental Health in Autistic University Students Across an Academic Year
Scott, M. P., Leppänen, J., Allen, M. L., Jarrold, C., & Sedgewick, F. (2022) · Journal of Autism and Developmental Disorders · doi:10.1007/s10803-022-05560-9 · Cited by 11 · see citing works
Pesonen, H. V., Waltz, M., Fabri, M., Syurina, E. V., Krückels, S., Algner, M., Monthubert, B., & Lorenz, T. (2021) · Advances in Autism · doi:10.1108/aia-10-2019-0035 · Cited by 16 · see citing works
Leadership Roles for School Counselors in Identifying and Supporting Twice-Exceptional (2E) Students
Renzulli, S., & Gelbar, N. (2019) · Professional School Counseling · doi:10.1177/2156759x20940636 · Cited by 9 · see citing works
“…know that this population of 2E students also struggles with anxiety and depression, social isolation and loneliness, poor sleep, lack of structure and organization, and poor planning and time management skills (Anderson et al., 2018; Gelbar et al., 2015; Gurbuz et al., 2019; White et al., 2011).”
BackgroundResultInfluentialKoops, I., Duckett, P., & Gerace, A. (2025) · Autism in Adulthood · doi:10.1089/aut.2024.0078 · Cited by 7 · see citing works
Students with autism transitioning into higher education: A systematic review of literature
Hadley, W. M., & Mapondera, A. (2023) · Review Journal of Autism and Developmental Disorders · doi:10.1007/s40489-023-00413-2 · Cited by 7 · see citing works
“In addition, college students had problems related to social skills include challenges to socialize or make friends, and difficulties to express themselves, and failure to seek appropriate support through self-advocacy and awareness of their problems (Gurbuz et al., 2018; Ward & Webster, 2018).”
Huang, B., Chen, X.-Y., Hu, C., Huang, W.-Y., Zhu, D., Liu, Y., Feng, H.-R., & Xu, B.-N. (2026) · Frontiers in Psychiatry · doi:10.3389/fpsyt.2026.1786160 · Cited by 7 · see citing works
“Autistic traits are prevalent among youth and are particularly common in college students, with approximately 15% – 30% exhibiting moderate-to-high levels and about 1% – 2% reaching clinically relevant thresholds (8 – 11).”
Understanding the experiences of neurodivergent research students: a mixed methods systematic review
Tan, D. W., Edwards, C., Mewburn, I., Simpson, K., Webster, A. A., & Brownlow, C. (2025) · Studies in Higher Education · doi:10.1080/03075079.2025.2573209 · Cited by 4 · see citing works
Exploring the perspectives of Australian neurodivergent university students
Gibbs, K., Simpson, K., Paynter, J., Easte, C., & Fowler, J. (2025) · The Australian Educational Researcher · doi:10.1007/s13384-025-00828-2 · Cited by 7 · see citing works
Muraškaitė, I., & Žardeckaitė–Matulaitienė, K. (2024) · Autism · doi:10.1177/13623613241230128 · Cited by 7 · see citing works
“…strategies and conducting further analysis of experiences across the broader autism spectrum can improve social inclusion programs, potentially enhancing the well-being, academic functioning, and satisfaction of university students (Ashbaugh et al., 2017; Davis et al., 2021; Gurbuz et al., 2019).”
BackgroundMacmillan, C. M., Pecora, L., Ridgway, K., Hooley, M., Thomson, M., Dymond, S., Donaldson, E., Mesibov, G., & Stokes, M. (2021) · Review Journal of Autism and Developmental Disorders · doi:10.1007/s40489-021-00289-0 · Cited by 7 · see citing works
“1 3 2018), academic (Gurbuz et al., 2019), and occupational under-achievement (Hayward et al.”
Kennedy, L. J., Richdale, A. L., & Lawson, L. P. (2025) · Autism in Adulthood · doi:10.1089/aut.2024.0159 · Cited by 7 · see citing works
Gaming in the intervention and support process: A realist evaluation of a gaming-based programme
Black, M. H., Lilford, A., Nguyen, V., Walker, E., Wee, H., Falkmer, O., & McGarry, S. (2025) · Autism · doi:10.1177/13623613251320542 · Cited by 6 · see citing works
“…individuals report difficulties in areas such as expressing themselves, understanding verbal and non-verbal information, misunderstanding (neurotypical) social rules and difficulties initiating and/or maintaining social interactions (Gurbuz et al., 2019; Levi et al., 2023; Müller et al., 2008).”
Self-reported autistic traits and psychosocial outcomes among university students in Malaysia
Low, H. M., Zainal, M. S., Pang, J. C., Ang, Y., & de Vries, M. (2023) · Autism · doi:10.1177/13623613231167501 · Cited by 9 · see citing works
“The severity of autistic symptoms, together with executive functioning skills, correlates with the academic progress of young adults with ASC in higher education (Dijkhuis et al., 2020) and later the transition to work (Gurbuz et al., 2019).”
BackgroundAlcantud-Marín, F., & Alonso-Esteban, Y. (2021) · Siglo Cero: Revista Española sobre Discapacidad Intelectual · doi:10.14201/scero202152283100 · Cited by 6 · see citing works
Undergraduate medical education for neurodivergent students: a scoping review
Green, E., Brown, M. E. L., Vance, G. H. S., & Keenan, I. D. (2025) · BMC Medical Education · doi:10.1186/s12909-025-08447-2 · Cited by 6 · see citing works
Associations Between Social Functioning and Indicators of University Student Engagement
Turi, M., Servidio, R., Esposito, G., Tenuta, F., Montesano, L., de Giacomo, A., Valenti, A., Freda, M. F., Pagani, L. S., & Craig, F. (2025) · European Journal of Investigation in Health, Psychology and Education · doi:10.3390/ejihpe15060099 · Cited by 5 · see citing works
“…communication, and maintaining reciprocal conversations (Hodges et al., 2020; Lord et al., 2018), can substantially affect individual functioning in a university setting, where social and communicative interactions are crucial for academic success and social integration (Gurbuz et al., 2018).”
The Benefits of an Autism Peer Network in Higher Education
Back, E., Main, E. C., Schur, P., Manitsa, I., Clifford, K., Barlow-Brown, F., Parchment, S., & Spurin, H. (2025) · Neurodiversity · doi:10.1177/27546330251329558 · Cited by 5 · see citing works
“Autistic students face both academic and social challenges at university and they experience more dif fi culties with social functioning and mental health than non-autistic students (Gurbuz et al., 2019).”
McPeake, E., Lamore, K., Boujut, É., el Khoury, J., Clément, C., Zorn, S., Plumet, M.-H., Pellenq, C., & Cappe, É. (2024) · International Journal of Inclusive Education · doi:10.1080/13603116.2024.2380269 · Cited by 5 · see citing works
“…the absence of inclusive educational environments that appreciate and account for neurodiversity, autistic students have reported difficulties accessing support, contributing to an increased risk of drop-out (Gurbuz, Hanley, and Riby 2019; McPeake et al. 2023; Van Bergeijk, Klin, and Volkmar 2008).”
Garrod, B., & Hansen, M. (2024) · Equality Diversity and Inclusion An International Journal · doi:10.1108/edi-10-2023-0339 · Cited by 4 · see citing works
Alhusayni, A., Sheppard, E., Mitchell, P., & Marsh, L. (2024) · Autism in Adulthood · doi:10.1089/aut.2023.0049 · Cited by 5 · see citing works
“Previous research suggests that autistic students do perform more poorly on average than neurotypical students 8 and self-report having low motivation to study, 24 and so, it is possible that the participants detected genuine differences between the groups.”
Davies, J., & Bagnall, C. L. (2024) · Autism in Adulthood · doi:10.1089/aut.2024.0076 · Cited by 9 · see citing works
“Although several studies 20,36 – 38 have — rightly — captured the voices and experiences of autistic students during this time, comparatively little attention has been given to the insights of disability support staff.”
Healthcare Students’ Perceptions and Attitudes Towards Peers with Autism Spectrum Disorders
Zarokanellou, V., Papagiannopoulou, E., Gryparis, A., Siafaka, V., Tafiadis, D., Ntre, V., & Ziavra, N. (2024) · Journal of Autism and Developmental Disorders · doi:10.1007/s10803-024-06368-5 · Cited by 5 · see citing works
“…concepts, difficul - ties in processing different information quickly, deficiencies in organizational skills, and time management, as well as deficits in managing social demands linked with the course, group work or presentations (Bakker et al., 2023; Gurbuz et al., 2019; Hees et al., 2015).”
Sandland, B., MacLeod, A., Hall, N., & Chown, N. (2023) · Journal of Further and Higher Education · doi:10.1080/0309877x.2023.2250740 · Cited by 5 · see citing works
“Autistic students report having to make extra effort to thrive at university (Gurbuz, Hanley, and Riby 2019) due to academic challenges, such as difficulties with processing speeds, time management and following lectures (MacLeod and Green 2009; Van Hees, Moyson, and Roeyers 2015; Anderson, Carter,…”
BackgroundNah, Y., Neo, Y.-F., & Chen, S. A. (2022) · Research in Autism · doi:10.1016/j.rasd.2022.102020 · Cited by 6 · see citing works
Zukerman, G., Yahav, G., & Ben‐Itzchak, E. (2022) · Psychiatry Research · doi:10.1016/j.psychres.2022.114701 · Cited by 8 · see citing works
Welcoming autistic students to academic libraries through innovative space utilization
Walton, K., & McMullin, R. M. (2021) · Pennsylvania Libraries: Research & Practice · doi:10.5195/palrap.2021.259 · Cited by 5 · see citing works
Does empathy predict autistic traits? A multi-modal investigation
Donaldson, P., Bekkali, S., Youssef, G., Kirkovski, M., Ford, T., & Enticott, P. (2022) · Personality and Individual Differences · doi:10.1016/j.paid.2022.111722 · Cited by 5 · see citing works
Functional skills for learners with special educational needs amidst the COVID-19 pandemic
Padillo, G. G., Espina, R. C., Capuno, R. G., Manguilimotan, R. P., Calasang, V. O., & Bellete, S. B. (2021) · Cypriot Journal of Educational Sciences · doi:10.18844/cjes.v16i4.6057 · Cited by 8 · see citing works
“The social skills of LSENs require social support in every activity and opportunity on hand; increased social awareness is essential to be responsive to their needs (Gurbuz et al., 2019).”
BackgroundNthibeli, M., Griffiths, D., & Bekker, T. L. (2025) · Journal of Social Issues · doi:10.1111/josi.70031 · Cited by 4 · see citing works
- Authors
- Gurbuz, E., Hanley, M., & Riby, D. M.
- Affiliations
- Durham University (GB)
- Venue
- Journal of Autism and Developmental Disorders
- Published
- 2018-09-01
- Volume
- 49
- Issue
- 2
- Pages
- 617-631
- ISSN
- 0162-3257 (ISSN-L)
- 1573-3432
- PMC
- PMC6373295
- OpenAlex
- W2889171854
- Cited by
- 232
- References
- 84
- Citations by year
- 2026: 21 · 2025: 60 · 2024: 50 · 2023: 27 · 2022: 21 · 2021: 25 · 2020: 18 · 2019: 10
- FWCI
- 7.89
- Type
- journal article
- Language
- en
- Open access
- hybrid
- doi.org
- Licence
- Locations
- Journal of Autism and Developmental Disorders (publishedVersion, cc-by)
- Europe PMC (PubMed Central) (publishedVersion, other-oa)
- PubMed Central (publishedVersion, cc-by)
- PubMed (publishedVersion)
- Durham Research Online (Durham University) (acceptedVersion, other-oa)
- Durham Research Online (Durham University) (submittedVersion, cc-by)
- Funders
- Durham Doctoral Scholarship
- Topics
- Life Sciences › Neuroscience › Cognitive Neuroscience › Autism Spectrum Disorder Research
- Social Sciences › Safety Research › Disability Education and Employment
- Social Sciences › Education › Higher Education Research Studies
- Keywords
- autism spectrum disorder, autistic university students, higher education, social experience, academic experience, mental health, social skills, social support, academic skills, withdrawal, student support services
- MeSH terms
- Academic Performance, Adolescent, Autistic Disorder, Education, Special, Female, United Kingdom, Humans, Male, Social Support, Students, Universities, Young Adult, Self Report, Social Skills
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