Étude des résultats et de la qualité des programmes de soutien destinés aux jeunes adultes autistes dans l'enseignement supérieur : une revue systématique

Titre original en anglais : Investigating the Outcomes and Quality of Support Programs for Autistic Young Adults in Higher Education: A Systematic Review

Cette publication est incluse dans le projet « Contributions académiques de personnes autistes sur l’autisme ». un auteur·ice de cette publication est identifié·e comme autiste dans le projet.

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Koops, I., Duckett, P., & Gerace, A. (2025). Investigating the Outcomes and Quality of Support Programs for Autistic Young Adults in Higher Education: A Systematic Review. Autism in Adulthood, 7(4), 403-420. https://doi.org/10.1089/aut.2024.0078

Date de publication: 24/02/2025 Ajout dans AutiHub: 07/10/2026 Type: Article Langue de l’article: Anglais
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Auteurs

Auteur·ices des publications
3
Auteur·ices de la publication identifié·es comme autistes
1 / 3 (33,3 %)
  1. Inga Koops *
  2. Paul Duckett
  3. Adam Gerace

Résumé

Contexte : Les taux de participation des jeunes adultes autistes dans l'enseignement supérieur augmentent. Cependant, les résultats académiques et le maintien dans les études sont inférieurs à ceux des pairs neurotypiques, et des préoccupations concernant la santé mentale et le bien-être existent pour ces jeunes personnes. Les universités et les établissements d'enseignement supérieur doivent fournir des soutiens inclusifs qui tiennent compte des besoins des jeunes personnes autistes et reflètent des approches affirmant la neurodiversité. Notre revue systématique a examiné des études empiriques portant sur des initiatives de soutien destinées aux jeunes adultes autistes dans l'enseignement supérieur. Nous avons considéré l'impact des initiatives sur l'amélioration du bien-être psychologique, de la réussite académique et du maintien dans les études, ainsi que la mesure dans laquelle les programmes étaient coproduits et éclairés par une compréhension de la culture autiste et des expériences individuelles. Méthodes : Notre revue a suivi les normes Preferred Reporting Items for Systematic Reviews and Meta-analysis relatives aux revues systématiques. Les études menées entre 2013 et 2023 qui examinaient des programmes destinés aux jeunes adultes autistes à l'université et évaluaient le bien-être psychologique, la réussite académique ou le maintien dans les études pouvaient être incluses. Seize études répondaient aux critères d'inclusion. Nous avons évalué de manière critique ces études à l'aide de l'outil du Joanna Briggs Institute et évalué la qualité des initiatives de soutien conformément aux critères de l'Australasian Society for Autism Research. Résultats : Les programmes de soutien les plus répandus pour les jeunes adultes autistes dans l'enseignement supérieur étaient les initiatives de mentorat. Les interventions multimodales adoptaient une orientation psychosociale, ayant pour objectifs principaux le développement de compétences sociales, organisationnelles et d'écoute empathique. Les participants aux programmes de mentorat ont montré des augmentations du bien-être et des résultats académiques, y compris des sentiments de connexion, d'appartenance et d'efficacité personnelle académique chez les participants. Les interventions multimodales ont montré des réductions dans des domaines tels que l'anxiété et la solitude, ainsi que des améliorations de l'estime de soi. Conclusion : Les programmes de soutien identifiés dans cette revue ont démontré des effets positifs sur le bien-être, la réussite académique et le maintien dans les études des jeunes personnes autistes. Les interventions de mentorat étaient bénéfiques et se concentraient sur les forces, les intérêts et les difficultés individuels des personnes autistes. Notre recommandation pour les recherches et les initiatives de soutien futures est d'adapter les programmes aux besoins individuels des étudiants universitaires autistes, en utilisant des principes de coconception et en se concentrant sur des changements environnementaux et systémiques afin d'améliorer leur pleine participation à l'enseignement supérieur.

Background: Participation rates for autistic young adults in higher education are increasing. However, academic outcomes and retention are lower than for neurotypical peers, and mental health and well-being concerns exist for these young people. Universities and colleges must provide inclusive supports that consider the needs of autistic young people and reflect neurodiverse affirming approaches. Our systematic review examined empirical studies of support initiatives for autistic young adults in higher education. We considered initiatives’ impact in enhancing psychological well-being, academic achievement and retention, and the extent to which programs were coproduced and informed by an understanding of autistic culture and individual experiences. Methods: Our review followed the Preferred Reporting Items for Systematic Reviews and Meta-analysis standards of systematic review. Studies conducted between 2013 and 2023 that investigated programs for autistic young adults in university and examined psychological well-being, academic achievement, or retention were eligible for inclusion. Sixteen studies met the inclusion criteria. We critically appraised those studies using the Joanna Briggs Institute tool and assessed the support initiatives for quality following the Australasian Society for Autism Research criteria. Results: The most prevalent support programs for autistic young adults in higher education were mentoring initiatives. Multimodal interventions adopted a psychosocial focus, with primary aims of developing social, organizational, and empathic listening skills. Participants in mentoring programs demonstrated increases in well-being and academic outcomes, including participants’ feelings of connection, belonging, and academic self-efficacy. Multimodal interventions showed reductions in areas such as anxiety and loneliness, and improvements in self-esteem. Conclusion: The support programs we identified in this review demonstrated positive effects for autistic young people’s well-being, academic achievement, and retention. Mentoring interventions were beneficial and focused on individual strengths, interests, and challenges of autistic individuals. Our recommendation for future research and support initiatives is to tailor programs to the individual needs of autistic university students, using codesign principles and focusing on environmental and systemic changes to enhance their full participation in higher education.

Bibliographie citée par cette référence

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Vue d’ensemble de la bibliographie citée

Ces indicateurs décrivent la bibliographie citée par cette publication. Un nom d’auteurice est compté chaque fois qu’il apparaît dans une référence citée : une même personne peut donc être comptée plusieurs fois. Les noms qui ne sont pas encore associés à un·e auteurice déjà présent·e dans AutiHub sont traités comme inconnus, pas comme non autistes. Dernier calcul : 28/10/2026 01:01.

Références citées
94
Avec un DOI
85
Sans DOI, à partir du texte brut de la bibliographie
8
30 / 94 (31,9 %) références citées comprennent au moins une personne identifiée comme autiste.
Références avec données à compléter
3 / 94 (3,2 %)
Références avec noms d’auteurices détectés
91 / 94 (96,8 %)
Sans nom d’auteurice détecté
3
Sans titre structuré
3
Sans identifiant stable
7
Références avec noms bruts d’auteurices restant à vérifier
3
Références avec problème de récupération des métadonnées externes
1
Ces indicateurs portent sur les références citées affichées sur cette page, après fusion des doublons techniques. Une référence sans DOI peut quand même soutenir les statistiques d’auteurices lorsqu’un titre et des noms d’auteurices sont disponibles.
Noms d’auteurices détectés dans la bibliographie citée
393
À partir du DOI ou de métadonnées externes
393
À partir du texte brut validé de la bibliographie
0
Noms bruts déjà validés
0
Noms bruts restant à vérifier
5
222 / 393 (56,5 %) noms sont associés à un·e auteurice déjà présent·e dans AutiHub. 171 / 393 (43,5 %) noms ne sont pas encore associés.
Noms associés à une personne identifiée comme autiste
93 / 393 (23,7 %)
Calculé sur l’ensemble des noms d’auteurices détectés dans la bibliographie citée. Parmi les noms associés à un·e auteurice déjà présent·e dans AutiHub : 93 / 222 (41,9 %). Personnes distinctes identifiées comme autistes : 79 / 352 (22,4 %).
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