Going to College With Autism: What Students Should Know

• Definition: Going to college with autism means entering postsecondary education while on the autism spectrum, with related social, academic, and daily living demands.
• Challenges: Students may face social interaction challenges, independent living tasks, academic self-management, and sensory stressors.
• Supports: Accommodations, transition programs, mentoring, and disability services support success and reduce stress.
• Research: Studies show that structured planning, familiarity with expectations, and support services improve adjustment and outcomes for autistic college students.

Going to college with autism means navigating postsecondary education as a student on the autism spectrum. It involves academic learning, social demands, independent living, and new routines — all of which may present unique challenges and opportunities for students with ASD. Research shows that successful transition and adjustment often require planning, tailored supports, and accommodations.

What Students Experience When Going to College With Autism

Academic Challenges

Students going to college with autism often face differences between high school and college academics. College may require significant self-advocacy, independent study, time management, and organization. Many autistic students report academic difficulties during the first year of postsecondary education. 

Some research suggests lower retention and graduation rates for students with ASD compared with neurotypical peers, even though intelligence levels may be similar.

Social Interaction and Campus Life

Social demands increase in college. Students going to college with autism may find it challenging to navigate social situations, make friends, and interpret complex social cues. Social support and interaction training before and during college are frequently identified needs by students and families.

Transition and Adjustment Barriers

Transitioning from high school to college often means changes in routine, expectations, and environment. Many students with autism describe the transition experience as stressful or overwhelming. Familiarity with campus routines, proximity to family support, and structured transition programs can help with adjustment.

Why Planning Matters

Developing Independent Living Skills

Going to college with autism typically involves learning and applying daily living skills: managing schedules, budgeting, laundry, shopping, and self-care. Many institutions do not automatically provide these skills training, so planning ahead can make a big difference.

Self-Advocacy and Accommodations

College students with autism usually need to self-disclose their disability to access accommodations. This may include extra time on exams, quiet testing environments, note-taking assistance, or sensory supports. Disclosure is not mandatory, but research shows that students who use supports are more likely to complete courses successfully. 

Building Support Networks

Students benefit from structured support groups, peer mentoring, and transition programs tailored to their needs. Studies show that programs addressing social skills, anxiety, stress management, and executive functioning contribute positively to students’ well-being.

Research on College Students With Autism

Social and Daily Living Skills Needs

Parents of autistic college students report that social interaction and independent living skills are critical areas of difficulty for their children after high school. These challenges can affect academic success and integration in college. 

Student Perspectives

Qualitative research involving autistic students highlights that many feel unprepared for the expectations of higher education, including self-advocacy, time management, and unfamiliar environments. Students who received structured transition support reported smoother adjustment. 

Support Staff Insights

Disability support staff emphasize the importance of early skills building, clear communication, and inclusive university culture to help students going to college with autism. Accessible services can reduce stress and improve academic and social success.

Case Examples

Case Example: First-Year Adjustment

In one study, two-thirds of autistic undergraduate students described their transition to college as negative initially. They noted that learning new expectations, living arrangements, and social demands was stressful. Students adapted over time through campus routines, family support, and structured programs.

Case Example: Disability Support Impact

Programs designed to teach executive function and social skills have shown promising results in helping college students with autism manage coursework and social expectations, reduce anxiety, and build confidence during the first transition year.

Common Challenges Explained

Academic Workload

College courses are typically less structured than high school. Students must manage deadlines, assignments, readings, and exams independently. Difficulties with organization and planning are common.

Social Engagement

Social environments in college are diverse and complex. Students going to college with autism may struggle with interpreting social cues, joining groups, or forming peer relationships. Support groups and mentoring programs can encourage social engagement.

Sensory and Environmental Stressors

Busy campus settings, crowded lecture halls, and unpredictable schedules can be overwhelming for many autistic students. Sensory supports, quiet spaces, and flexible academic options can ease these stressors.

Supports That Help Autistic Students Succeed

Academic Accommodations

Common supports include extended time on exams, alternative testing settings, priority registration, and technology aids. These adjustments help reduce barriers and allow autistic students to demonstrate their abilities.

Social and Emotional Support

Peer mentoring, social skills groups, counseling services, and disability resource staff can help students adjust socially and emotionally. These supports aim to reduce loneliness, anxiety, and stress.

Transition Programs

Successful transition programs often begin before enrollment and continue into the first year of college. These programs educate students about campus life, expectations, supports available, and self-advocacy skills.

Success Stories

Numerous studies highlight that students going to college with autism can succeed academically and socially when supports are in place. Some students report that familiarity with campus routines, involvement in structured support programs, and strong social networks contributed to a positive college adjustment.

Conclusion

Going to college with autism is a major transition that involves navigating new academic expectations, social environments, and independent living skills. With the right preparation, accommodations, and supportive services, autistic students can achieve academic success and grow personally and socially.

If you’re planning this journey for yourself or a loved one, reach out to Apex ABA to schedule a transition planning session. Our clinicians can help map individualized supports — including executive function coaching, social skills training, and self-advocacy strategies — to help students thrive in college and beyond.

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Sources:

1. https://www.mdpi.com/2813-4346/3/3/40
2. https://www.scirp.org/journal/paperinformation?paperid=108491
3. https://www.sciencedirect.com/science/article/pii/S1750946721001586
4. https://files.eric.ed.gov/fulltext/EJ1286015.pdf
5. https://pmc.ncbi.nlm.nih.gov/articles/PMC5581732/
6. https://childmind.org/article/going-to-college-with-autism/
7. https://www.autismgoestocollege.org/
8. https://www.autismparentingmagazine.com/autism-preparation-college/?srsltid=AfmBOorYrN4RIrA2xE5tgB_MNBkQSkyilf9793ui3_P1b4AowiFJX2Rv‍
9. https://www.autism.org.uk/advice-and-guidance/transitions/scotland/starting-college-or-university