Challenging Assumptions: Social Participation and Barriers for Autistic Students in Higher Education
Publication Date
Spring 4-22-2026
Presentation Length
Poster/Gallery presentation
College
College of Pharmacy & Health Sciences
Department
Occupational Therapy, School of
Student Level
Graduate
Faculty Mentor
Sue Iliff
Presentation Type
Poster
Summary
Autistic students bring diverse social preferences and ways of engaging to college, yet campus structures often do not reflect the full range of these experiences. Understanding how students across neurotypes navigate social participation can inform more inclusive practices. This mixed‑methods study used a convergent parallel design to examine the social experiences of autistic and non‑autistic undergraduates at a mid‑sized private university. Quantitative survey items assessed participation levels, satisfaction, and perceived barriers, while open‑ended responses provided qualitative insights. Quantitative analyses showed no significant group differences in hours of participation, satisfaction, or reported barriers. Qualitative findings highlighted varied social experiences across neurotypes: autistic students described challenges related to uncertainty, anxiety, and finding interest‑aligned opportunities, whereas neurotypical students more often referenced interpersonal or logistical factors. Students across groups expressed a desire for deeper campus and community connection. Similar participation levels can mask diverse and uneven experiences. Findings point to the importance of neurodiversity‑affirming, choice‑based approaches to fostering meaningful social engagement.
Recommended Citation
Iliff, Sue; Richard Williams, Nicole; Collins, Siobahn; Noblitt, Abby; Gilliam, Meris; Knox, Tori; and Randall, Alina, "Challenging Assumptions: Social Participation and Barriers for Autistic Students in Higher Education" (2026). SPARK Symposium Presentations. 734.
https://repository.belmont.edu/spark_presentations/734
