Exploring Environmental Barriers and Facilitators to Inclusion on a University Campus for Autistic Students

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O'Connor, M., Thom-Jones, S., Gordon, C. S., & Joosten, A. (2022). Exploring Environmental Barriers and Facilitators to Inclusion on a University Campus for Autistic Students. Autism in Adulthood, 6(1), 36-46. https://doi.org/10.1089/aut.2022.0053

Publication date: 7 Dec 2022 Added to AutiHub: 6 Jul 2026 Type: Article Article language: English
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Authors

Publication authors
4
Publication authors identified as autistic
1 / 4 (25.0%)
  1. Maxine O'Connor
  2. Sandra Thom-Jones *
  3. Chloe S. Gordon
  4. Annette Joosten

Abstract

Background: Attending university allows individuals to build independence, develop social networks, and attain valuable qualifications, contributing to enhanced outcomes in adulthood. However, autistic people have poorer participation rates and outcomes in university than those with all other disabilities or without disabilities. Most research conducted with autistic young adults in the university environment focuses on their social and communicative challenges and supports rather than on how the physical environment impacts an autistic student's university experience. Therefore, there is a need for research into how the sensory aspects of the university environment can affect the well-being and outcomes of autistic students. Methods: This qualitative study explored the experiences of seven autistic university students in the physical spaces of an Australian university. Using a semi-structured interview guide, and photo-elicitation, we collected data in one-on-one interviews with seven autistic undergraduate students. Results: We found that sensory aspects of physical spaces on university campuses are both enabling and challenging for autistic students. These aspects not only impact how students navigate and utilize aspects of the campus, but they also influence how students engage and participate at university. Autistic students need the space and resources to manage sensory overload on campus, and universities that seek to support autistic students need to consider the physical and sensory needs of this cohort. Conclusions: Inclusive university education requires attention to the physical aspects of campuses that support the mental and physical well-being of autistic students.

Bibliography cited by this reference

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Bibliography inclusion overview

These indicators describe the cited bibliography imported for this publication. Cited-reference metrics use the cited-reference total as denominator. Cited-author metrics state whether they use all cited-author occurrences or only occurrences linked to authors already integrated in the AutiHub database. They use cached links between cited authors and authors integrated in the AutiHub database. Last computed: 16 Aug 2026 11:31.

Cited references
35
Total cited references integrated for this publication.
Cited references with an identified autistic author
3 / 35 (8.6%)
Cited author occurrences identified as autistic
3 / 99 (3.0%)
Among occurrences linked to AutiHub author records: 3 / 31 (9.7%). Distinct cited authors identified as autistic: 3 / 91 (3.3%).
Cited author occurrences linked to AutiHub author records
31 / 99 (31.3%)
Distinct linked cited authors: 29 / 91 (31.9%)
Linked cited-author occurrences not identified as autistic
28 / 31 (90.3%)
Among linked cited-author occurrences only. Across all cited-author occurrences: 28 / 99 (28.3%). Distinct linked cited authors not identified as autistic: 26 / 29 (89.7%).
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