Uncovering employment outcomes for autistic university graduates in the United Kingdom: An analysis of population data
Open accessAbstract
International research suggests that increasing numbers of autistic people are entering higher education. Currently, very little is known about this population. For example, the rates of autistic people enrolling at UK-based higher education institutions, the demographics of this population, the subjects they study and particularly their graduate outcomes are unknown. This study is an exploratory analysis of autistic graduate outcomes. We compare outcomes between autistic students, other disabled students and non-disabled students, by sex. The article draws upon population data collected by the Higher Education Statistical Agency in the United Kingdom ( N = 1,326,416) across the years 2012–2018. Our findings indicate that the academic programmes studied at university by autistic students are more diverse than typically assumed. We also found that graduates make the transition into a range of employment sectors following graduation, but experience persistent and disparities in economic activity and income. We argue that higher education institutions must focus greater attention on developing more robust and effective employment transition support for autistic students and graduates. Lay abstract: International research suggests that more autistic people are entering higher education. Currently, very little is known about this group in the United Kingdom, for example, we have little information about how many autistic people enrol at UK-based higher education institutions, their backgrounds, the academic programmes they study and what they do once they have graduated. Our study tries to explore these issues by comparing outcomes between autistic students, other disabled students and non-disabled students. We use population data collected by the Higher Education Statistical Agency in the United Kingdom, which included 1,326,416 graduates across the years 2012–2018. Our findings indicate that the degree subjects studied at university by autistic students are more diverse than often people think. We also found that graduates go on to work in a range of employment sectors following graduation but often experience worse outcomes in terms of access to full-time work and worse pay. We argue that universities and colleges must focus greater attention on developing better employment transition support for autistic students and graduates.
The claims and statistics of this paper haven’t been checked yet.
Run the check — free, no account needed. It reads the open-access text and checks the sources it cites.
Integrity signals
Registry
Cites
Statistics
Claims the paper makes
The claims and statistics of this paper haven’t been checked yet.
Run the check — free, no account needed. It reads the open-access text and checks the sources it cites.
Claims other papers make about this one
Each is checked against this paper’s own text: does it say what the citing paper says it does?
Autistic people who do have jobs are more likely to find themselves in lower-paid and less stable forms of employment.
“In addition, autistic people who do have jobs are more likely to find themselves in lower-paid and less stable forms of employment [12].”
From The Entry of Autistic University Graduates into the Labor Market in the Era of Generative AI: Their Concerns and Strategies Regarding the Technology. Research in Progress: The Entry of Autistic Graduates into the Labor Market in the Era of GenAI (2026) · cites this paper as [12]
The Discussion reports that autistic UK graduates are more likely to earn less than their non-autistic peers. It suggests that work in precarious sectors might explain this, but does not establish that employed autistic graduates have less stable jobs. The claim also extends findings about UK graduates to autistic people generally. (LLM, conf=0.86)
Experimental — accuracy not yet measuredThe tendency of autistic people to choose computer science and arts as their field of study has also been confirmed in the UK, where creative arts and design are much more popular among autistic people (19% of men and 23% of women) compared to neurotypical people (7% of men and 9% of women).
“The tendency of autistic people to choose computer science and arts as their field of study has also been confirmed in the UK, where creative arts and design are much more popular among autistic people (19% of men and 23% of women) compared to neurotypical people (7% of men and 9% of women) [12].”
From The Entry of Autistic University Graduates into the Labor Market in the Era of Generative AI: Their Concerns and Strategies Regarding the Technology. Research in Progress: The Entry of Autistic Graduates into the Labor Market in the Era of GenAI (2026) · cites this paper as [12]
Split into 2 atoms — 0 confirmed, 2 partially supported, 0 disputed, 0 misattributed, 0 unverifiable. Expand the claim to see per-atom verdicts.
Experimental — accuracy not yet measured17% of autistic people who have completed higher education are unemployed, which is significantly higher than the 3% among people without ASD or any disabilities.
“17% of these people are unemployed, which is significantly higher than the 3% among people without ASD or any disabilities [12].”
From The Entry of Autistic University Graduates into the Labor Market in the Era of Generative AI: Their Concerns and Strategies Regarding the Technology. Research in Progress: The Entry of Autistic Graduates into the Labor Market in the Era of GenAI (2026) · cites this paper as [12]
The Results (Economic activity) report 15% unemployment among autistic graduates versus 3% among graduates with no disability. The cited 17% applies specifically to autistic male graduates, not to autistic graduates overall. (LLM, conf=0.93)
Experimental — accuracy not yet measuredA mixed quantitative-qualitative strategy combining questionnaire surveys with in-depth, longitudinal interviews is recommended in studies on the experiences of autistic individuals in education and employment, as it enables the identification of both general patterns and individual strategies for coping with difficulties.
“This approach is recommended in studies on the experiences of autistic individuals in education and employment, as it enables the identification of both general patterns and individual strategies for coping with difficulties (cf. [12]).”
From The Entry of Autistic University Graduates into the Labor Market in the Era of Generative AI: Their Concerns and Strategies Regarding the Technology. Research in Progress: The Entry of Autistic Graduates into the Labor Market in the Era of GenAI (2026) · cites this paper as [12]
Split into 2 atoms — 0 confirmed, 1 partially supported, 0 disputed, 0 misattributed, 1 unverifiable. Expand the claim to see per-atom verdicts.
Experimental — accuracy not yet measured
Self-check
Percentages, sums and reported differences re-computed from the paper’s own numbers.
The self-check needs the paper’s full text.
Cites
What should autism research focus upon? Community views and priorities from the United Kingdom
Pellicano, E., Dinsmore, A., & Charman, T. (2014) · Autism · doi:10.1177/1362361314529627 · Cited by 800 · cited 1× · see citing works
“While our secondary analysis responds to the research priorities of the autistic community with respect to developing knowledge about trends in employment (Nicholas et al., 2017; Pellicano et al., 2014), at this exploratory stage, we acknowledge a lack of community involvement.”
ResultHossain, M. M., Khan, N., Sultana, A., Ma, P., McKyer, E. L. J., Ahmed, H. U., & Purohit, N. (2020) · Psychiatry Research · doi:10.1016/j.psychres.2020.112922 · Cited by 504 · see citing works
Barriers to Autism Spectrum Disorder Diagnosis for Young Women and Girls: a Systematic Review
Lockwood Estrin, G., Milner, V., Spain, D., Happé, F., & Colvert, E. (2021) · Review Journal of Autism and Developmental Disorders · doi:10.1007/s40489-020-00225-8 · Cited by 357 · see citing works
Factors impacting employment for people with autism spectrum disorder: A scoping review
Scott, M., Milbourn, B., Falkmer, M., Black, M., Bӧlte, S., Halladay, A., Lerner, M., Taylor, J. L., & Girdler, S. (2019) · Autism · doi:10.1177/1362361318787789 · Cited by 278 · cited 1× · see citing works
“Evidence suggests that approximately 50% of autistic individuals have average or above average intelligence (Anderson et al., 2017) and many possess skills including attention to detail, high levels of focus and identifying creative solutions to tasks (Scott et al., 2019).”
BackgroundAnderson, 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
Does sex influence the diagnostic evaluation of autism spectrum disorder in adults?
Wilson, C. E., Murphy, C. M., McAlonan, G., Robertson, D. M., Spain, D., Hayward, H., Woodhouse, E., Deeley, P. Q., Gillan, N., Ohlsen, J. C., et al. (2016) · Autism · doi:10.1177/1362361315611381 · Cited by 129 · cited 1× · see citing works
“Others, particularly women, will either remain undiagnosed (Estrin et al., 2021), are awaiting diagnostic assessment (Wilson et al., 2016) or experience ‘diagnostic overshadowing’ where pre-existing health conditions, including anxiety, depression or eating disorders, are misapplied to autistic…”
BackgroundBackground 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
Remington, A., & Pellicano, E. (2019) · Journal of Management & Organization · doi:10.1017/jmo.2018.66 · Cited by 74 · see citing works
Cheriyan, C., Shevchuk-Hill, S., Riccio, A., Vincent, J., Kapp, S. K., Cage, E., Dwyer, P., Kofner, B., Attwood, H., & Gillespie-Lynch, K. (2021) · Frontiers in Psychology · doi:10.3389/fpsyg.2021.719827 · Cited by 53 · see citing works
Self-citationPreface: Special Issue—College Experiences for Students with Autism Spectrum Disorder
Jackson, S. L. J., Hart, L., & Volkmar, F. R. (2018) · Journal of Autism and Developmental Disorders · doi:10.1007/s10803-018-3463-7 · Cited by 47 · see citing works
Flagged first, then by citations
Research works printed but not linked: 36
- Accardo A. L. Kuder S. J. Woodruff J. (2019). Accommodations and support services preferred by college students with autism spectrum disorder. Autism, 23(3), 574– 583. 29475372
- Cox B. E. Thompson K. Anderson A. Mintz A. Locks T. Morgan L.... Wolz A. (2017). College experiences for students with autism spectrum disorder: Personal identity, public disclosure, and institutional support. Journal of College Student Development, 58(1), 71– 87.
- Crespi B. (2021). Pattern unifies autism. Frontiers in Psychiatry, 12, Article 621659. PMC7907419 33643094
- Dillenburger K. Jordan J. A. McKerr L. Devine P. Keenan M. (2013). Awareness and knowledge of autism and autism interventions: A general population survey. Research in Autism Spectrum Disorders, 7(12), 1558– 1567.
- Fernandes P. Haley M. Eagan K. Shattuck P. T. Kuo A. A. (2021). Health needs and college readiness in autistic students: The freshman survey results. Journal of Autism and Developmental Disorders, 51(10), 3506– 3513. 33385283
- Gaeke-Franz B. (2022). Rejection or celebration? Autistic representation in sitcom television. Studies in Social Justice, 16(2), 308– 322.
- Harvery M. Froude E. H. Foley K. R. Trollor J. N. Arnold S. R. (2021). Employment profiles of autistic adults in Australia. Autism Research, 14(10), 2061– 2077. 34374491
- Hayward S. M. McVilly K. R. Stokes M. A. (2019). ‘I would love to just be myself’: What autistic women want at work. Autism in Adulthood, 1(4), 297– 305. 36601315 PMC8992832
- Hedley D. Uljarević M. Cameron L. Halder S. Richdale A. Dissanayake C. (2017). Employment programmes and interventions targeting adults with autism spectrum disorder: A systematic review of the literature. Autism, 21(8), 929– 941. 27542395
- Hillier A. Goldstein J. Murphy D. Trietsch R. Keeves J. Mendes E. Queenan A. (2018). Supporting university students with autism spectrum disorder. Autism, 22(1), 20– 28. 28683558
- Howard P. L. Sedgewick F. (2021). ‘Anything but the phone!’: Communication mode preferences in the autism community. Autism, 25(8), 2265– 2278. 34169750
- Jones M. (2021). Disability and labor market outcomes. IZA World of Labor 2021, 253. 10.15185/izawol.253.v2 · DOI
- Krzeminska A. Hawse S. (2020). Mainstreaming neurodiversity for an inclusive and sustainable future workforce: Autism-spectrum employees. In Wood L. Tan L. Breyer Y. Hawse S. (Eds.), Industry and higher education: Case studies for sustainable futures (pp. 229– 261). Springer.
- Lord C. McCauley J. B. Pepa L. A. Huerta M. Pickles A. (2020). Work, living, and the pursuit of happiness: Vocational and psychosocial outcomes for young adults with autism. Autism, 24(7), 1691– 1703. 32431163 PMC7541415
- MacMillan L. (2014). Intergenerational worklessness in the UK and the role of local labour markets. Oxford Economic Papers, 66, 871– 889. 10.1093/oep/gpt046 · DOI
- Mandic-Maravic V. Pejovic-Milovancevic M. Mitkovic-Voncina M. Kostic M. Aleksic-Hil O. Radosavljev-Kircanski J.... Lecic-Tosevski D. (2015). Sex differences in autism spectrum disorders: Does sex moderate the pathway from clinical symptoms to adaptive behavior? Scientific Reports, 5(1), 1– 8. PMC4437371 25988942
- McFayden T. C. Putnam O. Grzadzinski R. Harrop C. (2023). Sex differences in the developmental trajectories of autism spectrum disorder. Current Developmental Disorders Reports, 10, 80– 91. 37635854 PMC10457022
- Müller E. Schuler A. Burton B. A. Yates G. B. (2003). Meeting the vocational support needs of individuals with Asperger syndrome and other autism spectrum disabilities. Journal of Vocational Rehabilitation, 18(3), 163– 175.
- Nicholas D. B. Hodgetts S. Zwaigenbaum L. Smith L. E. Shattuck P. Parr J. R. Conlon O. Germani T. Mitchell W. Sacrey L. Stothers M. E. (2017). Research needs and priorities for transition and employment in autism: Considerations reflected in a ‘Special Interest Group’ at the International Meeting for Autism Research. Autism Research, 10(1), 15– 24. 10.1002/aur.1683 27753278 · DOI
- Ohl A. Grice Sheff M. Small S. Nguyen J. Paskor K. Zanjirian A. (2017). Predictors of employment status among adults with Autism Spectrum Disorder. Work, 56(2), 345– 355. 28211841
- Pesonen H. V. Waltz M. Fabri M. Lahdelma M. Syurina E. V. (2021). Students and graduates with autism: Perceptions of support when preparing for transition from university to work. European Journal of Special Needs Education, 36(4), 531– 546.
- Prosser L. (2009). UK standard industrial classification of economic activities 2007 (SIC 2007): Structure and explanatory notes (pp. 1– 246). Palgrave Macmillan.
- Romualdez A. M. Heasman B. Walker Z. Davies J. Remington A. (2021). ‘People might understand me better’: Diagnostic disclosure experiences of autistic individuals in the workplace. Autism in Adulthood, 3(2), 157– 167.
- Skylark W. J. Baron-Cohen S. (2017). Initial evidence that non-clinical autistic traits are associated with lower income. Molecular Autism, 8(1), Article 61. PMC5683395 29158888
- Stagg S. D. Vincent J. (2019). Autistic traits in individuals self-defining as transgender or nonbinary. European Psychiatry, 61, 17– 22. 31260907
- Stark I. Liao P. Magnusson C. Lundberg M. Rai D. Lager A. Idring Nordström S. (2021). Qualification for upper secondary education in individuals with autism without intellectual disability: Total population study, Stockholm, Sweden. Autism, 25(4), 1036– 1046. 33246359 PMC8111225
- StEvens C. (2022). The lived experience of autistic teachers: A review of the literature. International Journal of Inclusive Education. Advance online publication. 10.1080/13603116.2022.2041738 · DOI
- Sturm A. Kasari C. (2019). Academic and psychosocial characteristics of incoming college freshmen with autism spectrum disorder: The role of comorbidity and gender. Autism Research, 12(6), 931– 940 30969478
- Treviño-Reyna G. Czabanowska K. Haque S. Plepys C. M. Magaña L. Middleton J. (2021). Employment outcomes and job satisfaction of international public health professionals: What lessons for public health and COVID-19 pandemic preparedness? Employment outcomes of public health graduates. The International Journal of Health Planning and Management, 36(S1), 124– 150. 33817807 PMC8251052
- Turner E. Aitken E. Richards G. (2021). Autistic traits, STEM, and medicine: Autism Spectrum Quotient scores predict medical students’ career specialty preferences. SAGE Open, 11(4), 1– 12.
- Vincent J. (2020). Employability for UK university students and graduates on the autism spectrum: Mobilities and materialities. Scandinavian Journal of Disability Research, 22(1), 12– 24.
- Vincent J. Fabri M. (2022). The ecosystem of competitive employment for university graduates with autism. International Journal of Disability, Development and Education, 69(5), 1823– 1839.
- Wei X. Christiano E. R. Yu J. W. Blackorby J. Shattuck P. Newman L. A. (2014). Postsecondary pathways and persistence for STEM versus non-STEM majors: Among college students with an autism spectrum disorder. Journal of Autism and Developmental Disorders, 44, 1159– 1167. 24158680 PMC4005068
- Wei X. Yu J. W. Shattuck P. Blackorby J. (2017). High school math and science preparation and postsecondary STEM participation for students with an autism spectrum disorder. Focus on Autism and Other Developmental Disabilities, 32(2), 83– 92.
- White S. W. Ollendick T. H. Bray B. C. (2011). College students on the autism spectrum: Prevalence and associated problems. Autism, 15, 683– 701. 21610191
- Young H. Oreve M. J. Speranza M. (2018). Clinical characteristics and problems diagnosing autism spectrum disorder in girls. Archives de Pédiatrie, 25(6), 399– 403. 30143373
Cited by
Sorted by citations
Autistic-inclusive employment: a qualitative interpretive meta-synthesis
Morris, R., Southey, S., & Pilatzke, M. (2025) · The British Journal of Social Work · doi:10.1093/bjsw/bcaf024 · Cited by 11 · see citing works
Trusson, C., & Travers, C. (2025) · Autism in Adulthood · doi:10.1089/aut.2024.0112 · Cited by 3 · see citing works
Matulewski, J., Sikorski, Ł., & Baczała, D. (2026) · Proceedings of the 63rd ACM Conference on Computers and People Research · doi:10.1145/3768310.3807803
- Authors
- Vincent, J., & Ralston, K.
- Affiliations
- Lancaster University (GB)
- University of Edinburgh (GB)
- Corresponding author
- Vincent, Jonathan
- Venue
- Autism
- Publisher
- SAGE Publications
- Published
- 2023-06-23
- Volume
- 28
- Issue
- 3
- Pages
- 732-743
- ISSN
- 1362-3613 (ISSN-L)
- 1461-7005
- PMC
- PMC10913337
- OpenAlex
- W4381839327
- Cited by
- 38
- References
- 10
- Citations by year
- 2026: 10 · 2025: 19 · 2024: 8 · 2023: 1
- FWCI
- 7.84
- Type
- journal article
- Language
- en
- Open access
- hybrid
- doi.org
- Licence
- Locations
- Autism (publishedVersion, cc-by)
- PubMed Central (publishedVersion, cc-by)
- PubMed (publishedVersion)
- Lancaster EPrints (Lancaster University) (acceptedVersion)
- Lancaster EPrints (Lancaster University) (submittedVersion)
- Edinburgh Research Explorer (University of Edinburgh) (submittedVersion, cc-by)
- Topics
- Social Sciences › Safety Research › Disability Education and Employment
- Social Sciences › Education › Higher Education and Employability
- Life Sciences › Neuroscience › Cognitive Neuroscience › Autism Spectrum Disorder Research
- Keywords
- graduate employment outcomes, higher education, students with disabilities, graduate earnings, sex differences, economic activity, United Kingdom
- MeSH terms
- Autism Spectrum Disorder, Autistic Disorder, Employment, United Kingdom, Humans, Universities
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
Are you an author, or do you see a problem with this page? Request a review
