Dropping out and moving on: A qualitative study of autistic people's experiences of university.
Eilidh Cage, Jack Howes
PMID 32476451WHAT IT FOUND
Autistic adults who dropped out of university described late diagnosis, sensory overload, and a lack of proactive support as key drivers.
Many felt disengagement became inevitable due to unmet expectations and outsider status, leading to long-lasting shame.
Key findings
01Most participants were diagnosed with autism only after dropping out, wishing earlier knowledge had allowed for different course choices or support.
02Participants experienced significant culture shock regarding independent study structures and sensory environments, which exacerbated mental health difficulties.
03A lack of proactive support and unclear guidance on who to approach for help contributed to feelings of isolation and eventual disengagement.
STILL TO COME
How it was doneWhat they foundWhat it means for SLPs
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What it does not show
The sample was small (n=14) and recruited via non-probability sampling, limiting generalisability. Most participants were diagnosed after dropping out, which may introduce a recruitment bias towards those who struggled without a diagnosis. The study is retrospective, relying on participants' memories of their university experience. The findings reflect a specific time period where university provision for autistic students may have been less developed than today.
Declared interests
The research was financially supported by the Department of Psychology at Royal Holloway, University of London. The authors declared no potential conflicts of interest.
The easy way to misread this
Do not interpret these themes as evidence that autism itself causes dropout. The study highlights systemic failures in university support, diagnosis access, and environment design as the primary drivers of disengagement.