The Experiences of Autistic Healthcare Students in a Clinical Learning Environment: A Scoping Review

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Edwards, E., Porter, N., Handley-Stone, R., Hingley-Jones, H., & Reynolds, G. (2026). The Experiences of Autistic Healthcare Students in a Clinical Learning Environment: A Scoping Review. Autism, 30(5), 1206-1221. https://doi.org/10.1177/13623613261427125

Publication date: 23 Mar 2026 Added to AutiHub: 10 Sep 2026 Type: Article Article language: English
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Authors

Publication authors
5
Publication authors identified as autistic
2 / 5 (40.0%)
  1. Emilie Edwards *
  2. Nicolette Porter *
  3. Ruby Handley-Stone
  4. Helen Hingley-Jones
  5. Gemma Reynolds

Abstract

Autism is increasingly understood from a neurodiversity-affirmative perspective recognising the unique contributions of autistic individuals. Despite this shift, the specific experiences of autistic healthcare students in clinical placements remain underexplored. This scoping review aims to map existing literature on this topic, identifying both barriers and enablers to learning in clinical environments. Using Arksey and O’Malley’s framework, with methodological updates, a comprehensive search was conducted across databases including CINAHL, Medline, APA PsychInfo, Education Research Complete PubMed, Google Scholar, ProQuest and grey literature. Studies were included if they focused on the perspectives of autistic undergraduate healthcare students in clinical practice. Six studies met the inclusion criteria, which were synthesised into four overarching analytical categories: autistic profiles, sensory environments, disclosure and support and belonging and inclusion. Students reported strengths including empathy and attention to detail, alongside challenges like sensory sensitivities and social communication difficulties. Disclosure experiences varied, and a strong sense of belonging was linked to improved mental health and academic success. This review highlights the urgent need for inclusive educational practices, including tailored support, autism training for educators and a culture of acceptance. It also reveals a significant gap in the literature, underscoring the need for further research in this area. Lay Abstract This study explores what it is like to be an autistic student training in healthcare, particularly during clinical placements. While we know autistic people are entering higher education and healthcare professions, there is still very little research about their specific experiences in clinical learning environments. These placements are a key part of training for careers like nursing, midwifery and medicine, but they can be especially challenging for autistic students. To better understand this, a scoping review was carried out. This means the researcher searched for and reviewed existing studies and articles on the topic. Only six relevant articles were found, all written in the UK, and were based on personal experiences shared by autistic students themselves. The review grouped findings into four main areas: the unique strengths and challenges of autistic students, the impact of sensory environments, the difficulties around disclosing an autism diagnosis and the importance of feeling included and supported. The findings show that while autistic students bring valuable qualities to healthcare, like empathy and attention to detail, they often face barriers such as sensory overload, stigma and a lack of tailored support. Many students feel they must mask their autism to fit in, which can affect their mental health and sense of belonging. This study highlights the urgent need for more inclusive and supportive clinical learning environments. It calls for better training for educators and supervisors, more awareness of autism and practical changes to help autistic students thrive. More research is needed to fully understand and support this group of students.

Bibliography cited by this reference

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Cited bibliography overview

These indicators describe the bibliography cited by this publication. An author name is counted each time it appears in one cited reference, so the same person can be counted more than once. Names not yet linked to an author already present in AutiHub are treated as unknown, not as non-autistic. Last computed: 12 Sep 2026 07:09.

Cited references
76
With a DOI
63
Without a DOI, from raw bibliography text
13
17 / 76 (22.4%) cited references include at least one author identified as autistic.
References with data to complete
12 / 76 (15.8%)
References with detected author names
64 / 76 (84.2%)
Without detected author names
12
Without a structured title
12
Without a stable identifier
13
References with raw author names still to review
12
References with external metadata lookup issues
0
These indicators apply to cited references displayed on this page, after technical duplicates have been merged. A reference without a DOI can still support author statistics when a title and author names are available.
Author names detected in the cited bibliography
292
From DOI or external metadata
292
From validated raw bibliography text
0
Raw names already validated
0
Raw names still to review
23
116 / 292 (39.7%) names are linked to an author already present in AutiHub. 176 / 292 (60.3%) names are not yet linked.
Names linked to a person identified as autistic
38 / 292 (13.0%)
Calculated across all author names detected in the cited bibliography. Among names linked to an author already present in AutiHub: 38 / 116 (32.8%). Distinct people identified as autistic: 25 / 252 (9.9%).
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