The DOI matches its Crossref record; 75 of the 84 references it cites were found in a registry or an index.
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 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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“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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Cited by
Sorted by citations
Compassionate pedagogy for neurodiversity in higher education: A conceptual analysis
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Metadata
- 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 › Education › 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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