Autistic voices in higher education: lessons from U.K. geoscience students to inform inclusive practices for neurodiverse learners

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Jeffery, A., Rogers, S., Jeffery, K., Lucherini, M., Hulme, J. A., Griffin, M., Pringle, J., Wisniewski, K., Derbyshire, E., Hallam, C., Stemp, I., Lau, L., & Bullock, L. (2025). Autistic voices in higher education: lessons from U.K. geoscience students to inform inclusive practices for neurodiverse learners. Discover Education, 4(1). https://doi.org/10.1007/s44217-025-00639-8

Publication date: 27 Aug 2025 Added to AutiHub: 7 Aug 2026 Type: Article Article language: English
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Authors

Publication authors
13
Publication authors identified as autistic
1 / 13 (7.7%)
  1. Adam Jeffery
  2. Steven Rogers
  3. Kelly Jeffery
  4. Mark Lucherini
  5. Julie A. Hulme *
  1. Martin Griffin
  2. Jamie Pringle
  3. Kristopher Wisniewski
  4. Elizabeth Derbyshire
  5. Catherine Hallam
  1. Isobel Stemp
  2. Lisa Lau
  3. Liam Bullock

Abstract

Autism is a complex neurodevelopmental condition which can affect communication, attention, perception, and cognitive processing, and thus has an impact on learning in higher education. This study investigated the experiences of geosciences students in U.K. higher education, using a novel qualitative methodology designed to be inclusive for autistic participants. Forty self-identified autistic geosciences students, across at least 16 U.K. universities, took part in semi-structured asynchronous discussions, sharing their self-perceptions, experiences of learning in geosciences, university life, support in higher education, and other issues that they wished to discuss. Data were analysed using reflexive thematic analysis, generating three themes: (1) Being me; (2) Interacting with the world around me; and (3) Facilitating change. Participants stressed the need to recognise the diversity of autism experiences and presentations, and suggested a number of recommendations that would improve their learning and wider higher education experiences. The outcomes of this study provide actionable recommendations for all higher education institutions to develop more inclusive practice for autistic students.

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Cited references
120
Total cited references integrated for this publication.
Cited references with an identified autistic author
10 / 120 (8.3%)
Cited author occurrences identified as autistic
10 / 295 (3.4%)
Among occurrences linked to AutiHub author records: 10 / 86 (11.6%). Distinct cited authors identified as autistic: 9 / 278 (3.2%).
Cited author occurrences linked to AutiHub author records
86 / 295 (29.2%)
Distinct linked cited authors: 74 / 278 (26.6%)
Linked cited-author occurrences not identified as autistic
76 / 86 (88.4%)
Among linked cited-author occurrences only. Across all cited-author occurrences: 76 / 295 (25.8%). Distinct linked cited authors not identified as autistic: 65 / 74 (87.8%).
7 cited bibliography entries could not be fully enriched from DOI metadata.
Crossref: not found (4) · DataCite: not found (3)
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