The relationship between social experience and subjective well-being in autistic college students: A mixed methods study

Positive Experiences in Postsecondary Education Among Autistic Youths in Hong Kong

Background

Autistic students may encounter different challenges and barriers in postsecondary education, but many also experience growth and positive development. Little is known about the positive aspects of their postsecondary experience, especially in non-Western countries.

Methods

Thirty autistic students from universities and colleges in Hong Kong participated in individual semi-structured interviews. We asked them to describe their positive experience in postsecondary education, including their enjoyment, memorable events, gains, and positive aspects. We analysed interview data using thematic analysis.

Results

We identified four major themes that depicted autistic students' positive experience in postsecondary education. Autistic students described effective teaching strategies and arrangements that could facilitate their learning and made postsecondary education settings more preferred than secondary school. They found different supportive people in the right niches, including peers, educators, and family members. They also developed themselves through participating in activities and learning experiences offered in postsecondary education settings, where they also found like-minded people. They regarded accommodations as something good to have but not always useful, and their user experience and effectiveness varied.

Conclusions

The findings highlight how autistic students can develop and thrive in postsecondary education. Recommendations are discussed for postsecondary institutions to create an accessible environment, provide enriching contexts, and support stakeholders to work with autistic students in ways that are conducive to their positive development. More research is needed to better understand how to support diverse autistic individuals in postsecondary institutions across different cultures.

Abstract

Many autistic youths going into universities or colleges find postsecondary education challenging, but there are also successful cases who have positive experiences going through postsecondary education. We know very little about their positive and successful experiences.

Abstract

This study aimed to explore the positive aspects of educational experiences in postsecondary education in autistic youths in Hong Kong.

Abstract

We interviewed 30 autistic students studying in universities or colleges in Hong Kong about their experiences in postsecondary education. We specifically analyzed and highlighted the portion of interviews that described their positive experiences.

Abstract

We found several themes that can describe the positive experiences of autistic students in postsecondary education in Hong Kong. Autistic students preferred the flexible teaching practices and free institution environments, especially compared with secondary school. Peers, families, professors, and professionals who are supportive, caring, and understanding were helpful to autistic students. Meaningful participation in activities typical of other postsecondary students could facilitate autistic students' personal growth. They also regarded academic accommodations as good to have, despite their unclear effectiveness.

Abstract

We know more about elements and factors of postsecondary education that can contribute to positive development in autistic youths. This study highlights cultural considerations that are unique to Hong Kong but can also serve as a reference for postsecondary institutions in other cultures.

Abstract

The findings from a sample in Hong Kong may not generalize to other cultures or countries. There may also be subgroup differences among youths in universities versus community colleges.

Abstract

Our findings can provide positive examples to show that autistic students can become successful and enjoy postsecondary education. Autistic youths can be better prepared for postsecondary education by advocate for their needs being met to support their positive development.

"A System That Wasn't Really Optimized for Me": Factors Influencing Autistic University Students' Access to Information

Background

More autistic adults pursue higher education each year, but rates of mental health conditions and graduation rates suggest that they are not being adequately supported. In this qualitative study, we report on factors that influence how autistic university students learn about the resources and opportunities available to help students succeed in higher education.

Methods

We interviewed 14 autistic students at a public university in the United States as part of a larger project to understand the campus climate for autistic students. Participants were interviewed either in groups or individually via Zoom, or asynchronously over email. We used reflexive thematic analysis to identify patterns of meaning across the data set and provide a theoretically informed interpretation of autistic university students' access to information about resources and opportunities.

Results

We constructed two themes related to the difficulties autistic students face in accessing information. The first theme was Challenges Navigating the Interactions Required to Access Information. This theme positions participants' accounts of difficulty accessing socially mediated information within a reciprocal framework. The second theme was University Expectations Limit Information Access. This theme explains how university expectations, practices, and policies that were not designed with autistic students in mind can serve as a barrier to information access.

Conclusions

Our participants' experiences highlighted how access to information about the resources and opportunities that could support their success can impact not only their academic and interpersonal experiences but also their sense of belonging to their university community. By better understanding the multiple, interacting factors that influence autistic university students' access to information-and subsequently, resources and opportunities-we can move toward informed, structural changes in higher education that will provide more equitable access to autistic people.

Abstract

More autistic people go to university every year, but many struggle, and universities are still learning how to support autistic students. Many universities have resources for students, but these are only helpful if you know about them and how to access them.

Abstract

We wanted to understand autistic students' experiences at a particular university and to give recommendations to the university on how to better support their students. After we interviewed autistic students, we noticed that all of them had trouble accessing information about resources and opportunities that could have supported them. We wanted to learn about what influences autistic students' access to information about resources and opportunities in university settings.

Abstract

We interviewed 14 autistic students at a university in the United States. We asked them questions about their academic and social experiences, about the support they received or did not receive, and about how to better support autistic students. A team of autistic and non-autistic researchers read participants' responses and looked for common themes across the interviews.

Abstract

We found that autistic university students' access to information about resources and opportunities was influenced by multiple factors. For example, students often have to talk to someone to learn about a resource or get help, and this was hard for many participants. We also found that the way that universities share information is not designed with autistic people in mind. For example, many universities share information about resources at crowded events. It can also be difficult to get information about disability-related resources. Participants recommended that universities share information in low sensory environments, help autistic students connect with each other, and make it easier to learn about and access disability-related resources.

Abstract

Most research on this topic has been about how autistic university students find information in university libraries. We were interested in how autistic students access information in many different situations. This study suggests steps we can take to make information more accessible for autistic students, which could help students connect to resources they need.

Abstract

One weakness is that most of the autistic university students we interviewed were White and from highly educated family backgrounds. We also only interviewed people who were current students or had recently graduated. Because we did not speak with many autistic students of color, autistic students who were the first in their family to attend university, or with autistic students who left university before graduating, our recommendations may only be helpful to some autistic students.

Abstract

One goal of this study was to provide recommendations on how to better support autistic students at the university where the study was conducted. We hope that the recommendations will be helpful as university administrators and educators and autistic students work together to make universities more inclusive places.

Correlates of self-reported life satisfaction among autistic youth with and without intellectual disability

Compared to their nonautistic peers, lower levels of life satisfaction have been reported by autistic individuals. It is unclear, however, whether autistic individuals with intellectual disability report similar levels of life satisfaction as autistic individuals without intellectual disability or which characteristics are associated with life satisfaction. This study sought to examine differences in levels of self-reported life satisfaction across those with and without intellectual disability and explore correlates of life satisfaction in a sample of 35 autistic youth with intellectual disability and 99 autistic youth without intellectual disability. No difference in self-reported life satisfaction was detected between autistic youth with and without intellectual disability. Greater self-reported life satisfaction was associated with higher self-determination for autistic youth without intellectual disability. For autistic youth with intellectual disability, greater self-reported life satisfaction was related to more frequent social participation, lower parent stress, and fewer unmet service needs. Unmet service needs and parent stress were significantly stronger correlates of life satisfaction for youth with intellectual disability compared to youth without intellectual disability. Although the sample size of autistic youth with intellectual disability was small, these findings suggest the importance of considering heterogeneity among individuals on the autism spectrum when seeking to understand their well-being.Lay abstractAutistic people report lower life satisfaction compared to people without autism. It is unclear whether autistic people with intellectual disability report similar levels of life satisfaction to autistic people without intellectual disability. In this study, we did not find a difference in levels of life satisfaction for autistic youth with intellectual disability compared to autistic youth without intellectual disability. We also identified factors that might promote better life satisfaction. Higher self-determination was related to higher life satisfaction for autistic youth without intellectual disability. For autistic youth with intellectual disability, more frequent social participation, lower parent stress, and fewer unmet service needs were associated with higher life satisfaction. Unmet service needs and parent stress were more strongly related to life satisfaction for youth with intellectual disability compared to youth without intellectual disability. Our findings suggest that taking a more individualized approach to support the well-being of autistic youth is important.

Weak ties and the value of social connections for autistic people as revealed during the COVID-19 pandemic

A diverse portfolio of social relationships matters for people's wellbeing, including both strong, secure relationships with others ('close ties') and casual interactions with acquaintances and strangers ('weak ties'). Almost all of autism research has focused on Autistic people's close ties with friends, family and intimate partners, resulting in a radically constrained understanding of Autistic sociality. Here, we sought to understand the potential power of weak-tie interactions by drawing on 95 semi-structured interviews with Autistic young people and adults conducted during the COVID-19 pandemic. We analysed the qualitative data using reflexive thematic analysis within an essentialist framework. During the COVID-19 lockdowns, Autistic people deeply missed not only their close personal relationships but also their "incidental social contact" with acquaintances and strangers. These weak-tie interactions appear to serve similar functions for Autistic people as they do for non-autistic people, including promoting wellbeing. These findings have important implications both for future research into Autistic sociality and for the design of practical services and supports to enhance Autistic people's opportunities to flourish.

Exploring the relationship between social capital and hedonic well-being in sport and physical activity contexts: a scoping review

This scoping review aimed to summarize the conceptualization and measurements of both social capital and hedonic well-being and to explore the links between social capital and hedonic well-being within sports and physical activity contexts. Articles were sourced from five databases, including PubMed, Scopus (Elsevier), SPORTDiscus, Web of Science, and Google Scholar. Initially, 475 papers were identified. After applying the screening process, 24 papers were included. The majority (70.8%) indicated a positive relationship between social capital and hedonic well-being, while others found no direct connection (16.7%) or presented mixed results (12.5%). The review underscored a consensus on defining and measuring hedonic well-being, but it also revealed the need for a more refined conceptualization and universally accepted measurement of social capital within sports research. The findings highlighted the positive associations between social capital and hedonic well-being in sport and physical activity contexts, suggesting future research directions including an examination of potential downsides.

Social Network Types in Autistic Adults and Its Associations with Mastery, Quality of Life, and Autism Characteristics

Research shows heterogeneity in experiences of social contact and social networks in autistic adults. In this study, we aim to identify clusters of social support networks and investigate associations of clusters with mastery, quality of life, and autism characteristics. Autistic adults (N = 381; 45.7% female) aged between 30 and 90 years completed questionnaires on social support characteristics, mastery, autism characteristics, and quality of life. A two-step cluster analysis was used to identify clusters based on social support network items. The cluster analysis revealed three clusters: Cluster 1 (n = 238) with two or more close persons, sometimes including a romantic partner; Cluster 2 (n = 102) with solely a romantic partner as close person; and Cluster 3 (n = 41) without any close persons. Level of emotional support was the most important clustering indicator. People in Cluster 3 reported lower quality of life regarding social relationships and mastery, autism characteristics, and other quality of life scales were similar across clusters. Absence or presence of close persons significantly impacts quality of life regarding social relationships in autistic adults, which highlights the importance of addressing (satisfaction with) social support. In order to enhance quality of life, offering social network interventions to increase social support seems especially relevant for autistic people belonging to Cluster 3.

Serve Yourself or Serve Your Students? How and When Supervisor Narcissism is Related to Mental Health of Graduate Students

Background

The mental health of graduate students is increasingly turning into one of the main issues in global health. Understanding the antecedents of graduate students' mental health and finding ways to improve the situation are crucial for the students and the entire educational system.

Purpose

This study explores the relationship between supervisor narcissism and graduate students' mental health. Additionally, the study examines the mediating effects of mentorship styles (relationship-oriented and task-oriented) and the moderating role of student's proactive personality.

Methods

This study conducted a three-wave survey, with each wave administered at four-month intervals, involving 547 graduate students. They completed questionnaires on supervisor narcissism, mentorship styles, proactive personality, and mental health. SPSS 26.0 was used to test our hypotheses.

Results

This study indicated that: (1) Supervisor narcissism was negatively associated with graduate students' mental health, fully mediated by relationship-oriented and task-oriented mentorships; (2) Graduate students' proactive personalities moderated the relationship between these mentorship styles and their mental health; (3) Graduate students' proactive personalities moderated the indirect effect of supervisor narcissism on students' mental health through these mentorship styles.

Conclusion

This study reveals the detrimental mechanisms through which supervisor narcissism affects graduate students' mental health. It also demonstrates that enhancing students' proactive personalities can mitigate these adverse effects. These findings provide empirical evidence within the context of higher education. Practical implications are provided for supervisors, students, and university administrators, emphasizing the importance of effectively matching supervisors with students and promoting students' proactive personalities. These measures are essential for improving the mental health of graduate students.

Academic motivation and contextual influences in well-being for students with disabilities in higher education

Objective: The purpose of this study was to utilize self-determination theory (SDT) incorporating the person-environment contextual factors as a framework to examine how the SDT factors may interact with functional disability and contextual factors to influence well-being for students with disabilities in higher education. Methods and participants: A quantitative descriptive design utilizing a convenience sample of 210 students with disabilities in higher education was used. Results: The final regression model accounted for 64% of the variance in well-being. When controlling for all other predictor variables in the model, functional disability, autonomy, learning competence, and relatedness were found to be predictive of well-being, with autonomy being the strongest predictor of well-being, followed by relatedness, learning competence, and functional disability. Conclusion: This study offers critical insights for higher education institutions, emphasizing the need for fostering environments that prioritize autonomy, competence, and relatedness to promote the well-being of students with disabilities.

Satisfaction with social connectedness is associated with depression and anxiety symptoms in neurodiverse first-semester college students

LAY ABSTRACT

How satisfied people feel with their social connections and support is related to mental health outcomes for many different types of people. People may feel less socially connected at some times in their life-like when they start college. Feeling disconnected from others could lead to depression or anxiety. The transition to college may be especially difficult for autistic students as they are more likely to have difficulties adjusting socially. In our study, we asked 263 college students to answer questions about their emotions and social satisfaction twice per week during their first semester of college. We found that students who reported being less satisfied with their social connectedness (either at the beginning or throughout the semester) tended to express more symptoms of depression and anxiety. This relationship between social satisfaction and anxiety was even stronger for people who had a strong desire for social interaction (i.e. were more socially motivated). Students with more autistic traits tended to report more mood concerns, and they also reported being less satisfied with friendships at the beginning of the semester. This information may help to support ongoing efforts to better address mental health in autistic college students by encouraging efforts to improve social satisfaction.

'Does that mean you will be violent?': A qualitative exploration into Autistic women's experiences of relationships with lecturers at university

LAY ABSTRACT

It is documented that more Autistic woman are becoming university students, but their experiences are not often explored. Eleven Autistic women students made artefacts (such as writing, paintings or poems) and took part in interviews to share their experiences at university. Five participants were undergraduate students and six participants were postgraduate students. The artefacts and words participants shared were looked at closely and some common themes were decided. How lecturers talk to Autistic women students was looked at. Participants said they were lucky if they met helpful lecturers. Also, autism acceptance was explored. Overall, how lecturers treat Autistic women at university is very important. Also, Autistic women students' opinions about making university a more welcoming place need to be listened to.

Subjective wellbeing of autistic adolescents and young adults: A cross sectional study

Subjective wellbeing (SWB) represents an individual's perception of wellness that is supported by homeostatic mechanisms. These mechanisms are proposed to be maintained by low negative affect and high positive affect, although less is known about these mechanisms and SWB in autism. The current cross-sectional study aimed to compare patterns of positive affect, negative affect (Positive Affect and Negative Affect Scale), and SWB (Personal Wellbeing Index-School Children) between autistic (n = 53) and non-autistic (n = 49) individuals aged 10-22 years (Mage = 13.97, SD = 3.13). Between-group t-tests revealed that compared with same-age peers, autistic participants scored lower SWB overall (p < 0.001). In both groups average SWB scores fell into the higher range, however, autistic participants were three-times more likely to fall below this range when compared to non-autistic participants. Negative affect had a higher intercept in the autistic sample, but no difference in slopes were observed. A hierarchical multiple regression revealed that diagnosis, positive affect, and negative affect significantly predicted SWB in our sample. Between-group t-tests found no significant difference in positive affect or negative affect across age between the autistic and non-autistic samples. In autistic participants, positive affect increased across age as SWB decreased, whilst negative affect remained stable, a pattern inconsistent with homeostatic SWB. The current study is overall consistent with the homeostatic explanation for SWB within autism; however, we identified potential differences between autistic and non-autistic participants in the contribution of positive affect and negative affect to homeostatic protect mood across development.

Associations between Social Experiences and Psychological Health for Autistic Youth with Low IQ

PURPOSE

Social experiences are consistently associated with psychological health among autistic individuals. However, most extant studies on this topic exclude individuals with autism who have lower IQ or are otherwise unable to self-report. The current study addresses this gap by examining associations of negative peer experiences and social participation with psychological health among autistic youth with low IQ.

METHODS

An online survey was collected from 268 parents of autistic adolescents and adults ages 15-25. Negative peer experiences included measures of peer victimization and being ignored. Social participation was assessed by the amount of participation and parents' perceptions of whether their youth felt the amount of participation was meeting their needs. Psychological health was assessed by parents' report of their youth's psychological quality of life, as well as whether they felt their son/daughter was currently depressed.

RESULTS

Results suggested low rates of social participation in this sample, with relatively high rates of being ignored. Regression analysis found that lower rates of peer victimization and more activities in which parents perceived that the amount of time was meeting their youth's needs was associated with higher psychological quality of life and lower likelihood that parents felt their son/daughter was depressed.

CONCLUSION

Though youth with autism and low IQ are often excluded from interventions aimed at improving social experiences, these findings suggest that promoting positive social experiences and ameliorating negative ones might be an avenue to improving psychological health in this group.

Exploring Autistic College Students' Perceptions and Management of Peer Stigma: An Interpretative Phenomenological Analysis

Autistic college students are often forced to navigate stigma on campus, but little is known about how autistic college students manage communicated stigma. Semi-structured interviews with ten autistic college students were conducted to explore how they manage peer stigma. Interpretative Phenomenological Analysis (IPA) was used to identify three themes from the data: First, participants seek to avoid peer stigma by concealing attributes associated with autism. Next, participants buffer against peer stigma by engaging in favorable social comparison. Finally, participants perceive the autism label as highly stigmatizing, necessitating limited disclosure on campus. These results can help researchers and practitioners focus efforts to promote neurodiversity to both autistic students and their peers on campus.

Relationship between sleep quality and subjective well-being: resilience as a mediator and belief in a just world as a moderator

Background/Purpose

Sleep quality significantly impacts subjective well-being, yet its underlying mechanisms remain largely unknown from a scholarly perspective. Existing research has inadequately addressed the relationship between sleep quality and the subjective well-being of College students. This study primarily investigates the influence of sleep quality on the subjective well-being of College students and explores the mediating role of resilience and the moderating role of belief in a just world.

Methods

The study sample comprises 3349 enrolled College students. Measures include the Pittsburgh Sleep Quality Index, the Subjective Well-being Scale, resilience scale, and belief in a just world scale. A moderated mediation model is employed to verify the mediating role of resilience and the moderating role of belief in a just world.

Results

(1) Sleep quality among College students is significantly positively correlated with resilience, belief in a just world, and subjective well-being. (2) Sleep quality positively predicts subjective well-being among College students. Resilience among College students serves as a mediator between sleep quality and subjective well-being, while belief in a just world moderates the influence of resilience on subjective well-being.

Conclusion

The results suggest that sleep quality can directly enhance the subjective well-being of College students and can also indirectly affect it through resilience. Additionally, belief in a just world can enhance the promoting effect of resilience on the subjective well-being of College students. These findings may contribute to understanding the impact of sleep quality on the subjective well-being of College students and its pathways. These research findings can serve as a reference for improving the subjective well-being of College students.

Autistic Traits and College Adjustment

This study evaluated the association of autistic traits (RAADS-14) with academic and social outcomes among college students using data from an online survey (N = 2,736). In the academic domain, the total trait score and all subscale scores (mentalizing deficits, social anxiety, sensory reactivity) were associated with course failure and academic difficulties independent of an autism diagnosis; the total score and mentalizing deficits also predicted lower grade point average (GPA). In the social domain, the total trait score and subscale scores were associated with lower odds of having a confidant, lower friendship quality, and higher odds of social exclusion. Subgroup analyses revealed that autistic traits had more consistently negative associations with social outcomes for students without an autism diagnosis than for students with a diagnosis. Associations were also more often significant for women than men. These results support the development of programs and services for students with autistic traits regardless of diagnostic status.

College as a Developmental Context for Emerging Adulthood in Autism: A Systematic Review of What We Know and Where We Go from Here

Autistic individuals often struggle to successfully navigate emerging adulthood (EA). College is an increasingly common context in which individuals learn and hone the necessary skills for adulthood. The goal of this paper is to systematically review and assess the existing research on college as a context of EA development in autistic individuals, particularly in terms of understanding whether and how this context might be critically different for those who are typically developing or developing with other disabilities. Our findings indicate that ASD college students report feeling prepared academically, but exhibit weaknesses in daily living and social skills. Interventions largely focus on social skills, and rarely evaluate outcomes relevant to college success or longer-term emerging adulthood independence. We conclude with hypotheses and recommendations for future work that are essential for understanding and supporting ASD students as they navigate potentially unique challenges in college and their transition to independence during EA.

Understanding Stigma in Autism: A Narrative Review and Theoretical Model

The experience of stigma by autistic people is relatively understudied, despite contributing to a range of poor outcomes and having an overarching impact on well-being. The current review of the literature synthesizes research to determine what is currently known and presents a theoretical model of autism stigma. Autism stigma is primarily influenced by a public and professional understanding of autism in combination with interpretation of visible autistic traits. Moderating factors include the quality and quantity of contact with autistic people, cultural factors, sex and gender, individual differences, and diagnostic disclosure. Stigma can reduce well-being as well as increase the presence of camouflaging behaviors, which mask autistic traits. Caregivers of autistic people can experience stigma by association, that is, affiliate stigma, which can impact their own well-being. A variety of interventions and approaches to reduce stigma are discussed, including "autism friendly" spaces, positive media representation, educational and psychosocial training for the public and professionals, as well as cultural and systemic shifts that foster inclusivity and recognize neurodiversity.

Community participation in adults with autism: A systematic review

BACKGROUND

This systematic review aimed to explore how adults with autism participate in the community, the impact of community participation on quality of life and mental health, and factors that support and hinder participation.

METHOD

A systematic review was conducted including studies published from inception to 17 January 2021.

RESULTS

Sixty-three reports were included, reporting on 58 studies. Solitary activities, organised group activities, community activities, religious groups and online social participation were identified. The relationship between community participation and quality of life was examined. Barriers and facilitators to increased community participation were identified. Most studies had a moderate to high risk of bias.

CONCLUSION

Adults with autism participate in a range of independent and community activities. The impact of community participation on quality of life and mental health warrants further exploration. Future studies should find effective ways of supporting adults with autism to participate in the community.

Understanding the role of self-determination in shaping university experiences for autistic and typically developing students in the United Kingdom

LAY ABSTRACT

Prior research suggests that autistic students in higher education might struggle with developing autonomy, competence and establish relatedness due to their executive functioning and social communication difficulties. We interviewed 18 autistic and 18 typically developing students to explore how students perceived themselves to be in control of their university experience. Both groups provided anecdotal examples that supported similar perceptions of self-determination in shaping the academic, daily living and socialisation aspects of university life. Autistic students reflected on their cognitive strengths such as attention to detail, persistence and ability to tailor their academic studies towards their interest. Varying degrees of sociability were noted, with some autistic students preferring to focus their self-determination efforts on academic success, while others treasured the novel social experiences including peer support and friendship at university. Compared to greater flexibility endorsed by typically developing students, autistic students perceived establishing a routine at university to be a necessity and were self-determined in maintaining stability amid a sea of change. Recognising strengths and self-determination efforts in autistic students can help stakeholders support their personal development towards independent living and self-sufficiency in adulthood and to successfully transition into, through and out of university.

A Critical Review of Academic Literature Constructing Well-Being in Autistic Adults

The emergence of critical autism studies has fueled efforts to interrogate how autistic people are studied and described in academic literature. While there is a call for research that promotes better well-being for autistic people, little attention has been paid to the concept of well-being itself. Just as the medical model limits critical understandings of autism in the academic literature, so too may psychological accounts of well-being limit, rather than expand, possibilities of living a good life for autistic people. The purpose of this critical review was to identify and critique how well-being in autistic adults is constructed in research. Based on a systematic search of peer-reviewed empirical research published from 2013 to 2020, we identified 63 articles that involved direct data collection with autistic adults and focused on well-being constructs such as quality of life, life satisfaction, and happiness. We examined the articles using the techniques of critical discourse analysis to discern assumptions underlying constructions of autistic well-being, with special attention to the axiological and teleological contributions of autistic perspectives in the research and writing processes. We identified several approaches through which the literature constructed autistic well-being: (1) well-being as an objective uncontested variable, (2) well-being as personal and not fixed, (3) well-being that warrants a specific measure for the autistic population, and (4) well-being as a situated account that privileges and centers autistic people's perspectives. We subject these accounts to critical analysis, pointing to how they limit and open life possibilities for autistic people. We recommend that researchers and practitioners critically reflect on how they engage autistic adults and use their input to create works that support well-being in ways that are meaningful and ethical to autistic adults, as well as do justice to changing broader narratives of autism in research and society.

Lay summary

Why was this study done?: More autistic people and researchers have advocated to study autism in critical and positive ways. While it is important to promote better well-being for autistic people, little is known about what well-being actually means to them.What was the purpose of this study?: The purpose of our critical review was to identify how the concept of well-being in autistic people is understood and described in academic literature. We also critiqued how well-being research considers the input and perspectives of autistic adults.What did we do?: We systematically searched for research articles published between 2013 and 2020. We identified 63 articles that involved direct data collection with autistic adults and focused on well-being and related concepts such as quality of life, life satisfaction, and happiness. We analyzed the articles by focusing on how they used language to describe well-being in autistic adults and how they valued the data collected from these adults.What did we find?: We identified several ways that article authors described their understanding of autistic well-being: (1) well-being as an objective and uncontested object, (2) well-being is personal and can vary in nature, (3) well-being warrants a measure that considers opinions of autistic people, and (4) well-being as very specific to autistic people's subjective perspectives. We critically analyzed how these different understandings limit or open life possibilities for autistic people's well-being.How will this work help autistic people?: We recommend that researchers critically reflect on how they engage autistic adults and use their input in research. Promoting well-being needs to be meaningful and ethical to autistic adults. Research also needs to advocate for social justice to challenge how the majority in society understands or misunderstands autistic people.

'I have more control over my life': A qualitative exploration of challenges, opportunities, and support needs among autistic university students

BACKGROUND

Autistic people are known to experience more mental health issues than non-autistic people, and the same is true among university students. These difficulties can have long-term consequences, such as dropping out of university and unemployment. Understanding the challenges autistic students face can help institutions to better support this group, while allowing celebration of the opportunities higher education offers.

METHODS

12 autistic university students took part in semi-structured interviews about their mental health, the impact of university on their mental health, and their experiences of support while in higher education. Interviews were subject to thematic analysis.

RESULTS

Three key themes were identified from autistic student accounts: Relationships, Independence, and Support. While each of these encompassed positive and negative elements, Relationships were described as tying everything together - when these were supportive, things went well, but when they were characterized by stigmatizing attitudes, students experienced much greater difficulties at university.

CONCLUSIONS

Autistic students can and do thrive at university, as shown by many of our participants. However, all faced significant challenges with their mental health at times, and experienced varying levels of support. Improving autism knowledge among staff, with emphasis on enabling better relationships, would make a significant difference to the autistic student experience.

Positive Predictors of Life Satisfaction for Autistic College Students and Their Neurotypical Peers

Background

Positive psychological traits are associated with higher life satisfaction, academic success, and fewer mental health problems in neurotypical (NT) college students. However, it is unclear whether this is similar for autistic students. This study explores college-specific positive traits, including academic satisfaction, self-efficacy, gratitude, and school connectedness, and their relationship with life satisfaction in autistic college students and their NT peers.

Method

Autistic (n = 42) and NT (n = 50) college students completed an online survey containing measures of autistic traits, college well-being, and life satisfaction. We explored differences in life satisfaction and college well-being between groups using analysis of variances and explored these relationships based on self-reported autistic traits across groups using correlations. We assessed whether a relationship between college-specific well-being and life satisfaction was moderated by autistic traits using linear regression.

Results

Results showed emerging differences in school connectedness such that autistic students were less likely to report feeling connected despite similar scores on other domains of college well-being and life satisfaction; correcting for multiple comparisons this difference was no longer significant. However, autistic traits were significantly related to life satisfaction and school connectedness across the full sample. Differences in school connectedness also explained a significant amount of variance in life satisfaction over and above the influence of autistic traits. The interaction between connectedness and autistic traits was not significant.

Conclusions

Results suggests that students who experience higher levels of connection with their university and peers, regardless of the number of autistic traits they endorse, report higher satisfaction with life. Given the importance of social connectedness in college-specific and overall well-being, significant attention should be paid to the protective role of social support systems in addition to academic services when understanding how to support autistic individuals as well as individuals who do not meet diagnostic criteria, but share some similar clinical traits.

Lay summary

What was the purpose of this study?: College well-being is related to life satisfaction in neurotypical (NT) college students. However, it is unclear whether this is similar for autistic college students. The purpose of this study was to understand how different aspects of college well-being support life satisfaction in autistic college students compared with their NT peers.What did the researchers do?: We invited both autistic and NT college students to complete an online survey. The survey asked about college well-being and life satisfaction. We looked at similarities and differences in responses between autistic and NT students. We also looked at whether college well-being was related to life satisfaction and whether that depended on the number of autistic traits that individuals selected to describe themselves.What were the results of the study?: We found that there were no group differences between autistic and NT college students in their overall college well-being or life satisfaction. However, there were differences in life satisfaction and one individual aspect of college well-being, school connectedness, based on autistic traits. Students with more autistic traits were less likely to report feeling connected to their university and peers and were less satisfied with life overall. We also found that school connectedness and the number of autistic traits, rather than diagnostic status, were related to life satisfaction. Students who feel more connected to their university and peers, regardless of the number of autistic traits they endorse, report higher satisfaction with life.What do these findings add to what was already known?: While there are many studies of life satisfaction in autistic individuals, most focus on the negative aspects. Our study is the first to look at positive factors, such as college well-being, in autistic students and their NT peers. This is important because both autistic and NT students struggle with academics, social isolation, and mental health in college. However, understanding the positive traits that can help counteract those challenges is important in supporting all students in college. Our findings show that both autistic traits and school connectedness are important, but separate, components for understanding life satisfaction in college students with and without autism.What are the potential weaknesses in the study?: This study only recruited autistic participants from disability resource centers of 4-year colleges, so students who were attending community colleges, private institutions, or who did not disclose their diagnosis to the disability resource centers were not included. As autistic students may be more likely to attend community or private colleges or may not disclose their diagnostic status, our results may not apply to other people. Our sample of students was also small, which limits our ability to find differences and have confidence in the results.How will these findings help autistic adults?: These findings show the importance of social integration for the well-being of neurodivergent and NT college students and support ongoing requests from autistic students for more nonacademic supports in college. Screening for college well-being and improving social integration are potential ways to increase life satisfaction for neurodivergent college students.