Universities Urged to Enhance Neuro-Inclusivity for Autistic Students

As the prevalence of autism rises, more autistic individuals are enrolling in higher education institutions. Recent data indicate that approximately one in 50 Canadian children and adolescents is diagnosed with autism. Autistic students contribute unique strengths, such as creativity and focused thinking, to academic environments. Yet, research shows they are significantly underrepresented on campus and often face systemic barriers that hinder their success.

Autistic students typically have lower graduation rates compared to their non-autistic peers. Their unique challenges include limited access to autism-specific resources, sensory sensitivities, and mental health issues. Addressing these barriers is crucial for fostering an inclusive academic environment.

Understanding Barriers and Recommendations

Katherine, a fourth-year undergraduate student at the University of Victoria, and Kai, a recent psychology graduate, shared insights into their experiences as neurodivergent students. They collaborated with Megan Ames, the first author of this analysis, who leads a research lab focused on youth and community engagement in autism research. In interviews, both students discussed the importance of tailored supports and neuro-inclusive practices that go beyond traditional accommodations.

Academic accommodations, such as extended exam time and quiet testing environments, are available to neurodivergent students. Most institutions require a formal diagnosis to access these supports. Despite growing awareness of neurodiversity, a report from the Conference Board of Canada revealed that less than half of surveyed students disclosed their autism diagnosis. However, those who did report higher levels of satisfaction with their academic experience.

Given the barriers to obtaining formal diagnoses—including costs and long wait times—additional neuro-inclusive practices are essential. A 2021 environmental scan of Canadian post-secondary institutions found that only six percent offer autism-specific services. While many institutions express a desire to support autistic students, challenges related to funding and staff training remain prevalent.

Implementing Neuro-Inclusive Practices

The Conference Board of Canada report highlighted that nearly half of faculty and staff reported inadequate attention to neurodiversity in their institution’s equity, diversity, inclusion, and accessibility (EDIA) policies. The report recommends collaboration with neurodivergent students, mandatory neurodiversity training, and investment in tailored support models to enhance student experiences.

Many institutions are beginning to implement these recommendations. For instance, the University of Calgary has established a neurodiversity support office that offers advising, transition support, and mentorship programs specifically for neurodivergent students. Similarly, the University of Victoria features the Society for Students with a Disability, providing various resources for students who self-identify as having disabilities.

To facilitate access to autism-specific supports across Canada, a dedicated website was created following the environmental scan. This resource aims to inform students about available services and supports.

Both Katherine and Kai emphasized the importance of finding community and support networks in their university experiences. They recommend that students explore on-campus services, engage in extracurricular activities, and build relationships with peers and professors. Such connections can foster a sense of belonging, which is vital for student success.

They also advised students to take their time in adjusting to university life. Kai noted that it is acceptable to take fewer classes initially, while Katherine highlighted the importance of identifying supports that fit individual needs.

Finding sensory-friendly spaces is another critical aspect. While some institutions are creating neuro-inclusive environments, such as the University of Calgary’s Neuroinclusion Studio, these spaces are still rare. Libraries can often provide quieter areas for students to recharge between classes.

As the landscape of higher education evolves, the findings from recent research underscore the necessity for institutions to adapt and expand their services for autistic students. Through collaborative efforts and a commitment to inclusivity, universities can create environments where all students, regardless of neurodiversity, can thrive.

Megan Ames’s research is supported by grants from the Canadian Institutes of Health Research and the Social Sciences and Humanities Research Council, among others. Carly McMorris’s research is backed by the Canadian Research Chairs Program and the American Foundation for Suicide Prevention.