Autistic Young Adults’ Experiences of Support and Participation in Postsecondary Education in Greece

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Giannakopoulos, G., Martinos, M. M., Ntre, V., Farmakopoulou, I., Vasalios, F., Sofrona, E., Tagkouli, E., Pehlivanidis, A., & Papanikolaou, K. (2026). Autistic Young Adults’ Experiences of Support and Participation in Postsecondary Education in Greece. Autism, Article 13623613261493644. https://doi.org/10.1177/13623613261493644

Publication date: 9 Oct 2026 Added to AutiHub: 17 Oct 2026 Type: Article Article language: English
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Authors

Publication authors
9
Autistic authors reported by the publication
Number not specified
  1. Georgios Giannakopoulos
  2. Marina Matthildi Martinos
  3. Vassiliki Ntre
  4. Ignatia Farmakopoulou
  5. Foivos Vasalios
  1. Eirini Sofrona
  2. Evdokia Tagkouli
  3. Artemios Pehlivanidis
  4. Katerina Papanikolaou

Abstract

Autistic students are increasingly entering postsecondary education, but limited evidence describes how they experience support, participation and everyday learning in Greece. This qualitative study explored autistic young adults’ experiences of postsecondary education in Greece. Semi-structured interviews were conducted with 12 autistic young adults who were enrolled in, or had completed, a postsecondary education programme in Greece. Data were analysed using reflexive thematic analysis. The first author led primary coding and theme development, which were discussed within the research team. The analysis generated four themes: ‘Being Listened To’, ‘Making University Navigable’, ‘Structure That Teaches’ and ‘Quiet Belonging’. Across themes, inclusion was shaped less by formal access than by whether staff, services and peers made university life accessible, predictable and socially manageable. Support was useful when a reliable person or service listened, responded and helped turn difficulties into concrete next steps; teaching became more accessible when task requirements were explicit, instructions concrete and materials organised; and belonging was often experienced when social demands were low, but proximity to others remained possible. The findings highlight the potential value of clearer support pathways, autism-informed staff practices, explicit and organised teaching and lower-pressure forms of participation in Greek postsecondary education. Lay Abstract Many autistic young people enter postsecondary education, but everyday university life can be difficult when support, teaching and social participation are not designed around their needs. In this study, we spoke with 12 autistic adults aged 19–26 who were studying in, or had completed, a postsecondary education programme in Greece. Participants described the importance of having at least one person who listened and helped them identify a concrete next step. Learning was easier when instructions were detailed, examples were concrete and teaching materials were organised and understandable. Many also wanted ‘quiet belonging’: calm spaces and connection with respectful, accepting people without pressure for constant interaction. The findings highlight the potential value of visible support pathways, explicit teaching and lower-pressure forms of participation.

Bibliography cited by this reference

Cited references are imported from external metadata sources when they are available. The list may be partial.

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: 23 Oct 2026 07:41.

Cited references
33
With a DOI
32
Without a DOI, from raw bibliography text
1
6 / 33 (18.2%) cited references include at least one author identified as autistic.
References with data to complete
1 / 33 (3.0%)
References with detected author names
32 / 33 (97.0%)
Without detected author names
1
Without a structured title
1
Without a stable identifier
1
References with raw author names still to review
1
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
108
From DOI or external metadata
108
From validated raw bibliography text
0
Raw names already validated
0
Raw names still to review
2
46 / 108 (42.6%) names are linked to an author already present in AutiHub. 62 / 108 (57.4%) names are not yet linked.
Names linked to a person identified as autistic
11 / 108 (10.2%)
Calculated across all author names detected in the cited bibliography. Among names linked to an author already present in AutiHub: 11 / 46 (23.9%). Distinct people identified as autistic: 11 / 105 (10.5%).
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