University Mental Health Awareness Day
Why Adjustments Matter for Autistic Students’ Mental Health and Well-Being & Eight Adjustments that can make a difference.
Universities are increasingly recognising the importance of supporting student mental health. However, autistic students continue to face disproportionately high levels of stress, anxiety, burnout, and disengagement in higher education. Research consistently shows that autistic students are more likely to experience mental health difficulties and are at greater risk of leaving university early compared with their non-autistic peers (Cage & Howes, 2020).
University Mental Health Awareness Day provides an important opportunity to reflect on how institutions can better support autistic students. A growing body of research highlights that many of the challenges autistic students experience are not caused by autism itself, but by environments and systems that fail to accommodate neurodivergent needs.
By making relatively small but meaningful adjustments, universities can significantly improve autistic students’ mental health, engagement, and likelihood of completing their studies.
This article draws on recent research exploring autistic students’ experiences of university, including qualitative work by Cage and Howes (2020) and research examining autistic people’s experiences of sound in educational environments (Rosas-Pérez et al., 2023). It also integrates wider evidence on neurodivergent student wellbeing to highlight practical adjustments that universities and staff can implement.
Autistic Students and Mental Health in Higher Education
Autistic students are entering higher education in increasing numbers. While this reflects improved access to education, many autistic students encounter significant barriers once they arrive.
Research suggests autistic students often experience:
- High levels of anxiety and depression
- Social isolation and loneliness
- Sensory overload in learning environments
- Difficulties navigating university systems
- Limited access to appropriate support
These experiences can have serious consequences. Cage and Howes (2020), who interviewed autistic adults who had left university before completing their studies, found that many described their university experience as overwhelming and isolating. Several participants reported that they struggled to access timely support, felt misunderstood by staff, or experienced a culture that assumed neurotypical ways of learning and socialising.
Participants also described a sense that dropping out felt “inevitable.” This perception often emerged when challenges accumulated without appropriate adjustments or support.
Importantly, many participants reflected that leaving university was not due to a lack of ability or motivation. Instead, it was often the result of environments that were difficult to navigate and insufficiently responsive to autistic needs.
These findings highlight a crucial point: improving autistic students’ mental health requires systemic adjustments rather than expecting students to simply “adapt.”
Sensory Environments and Their Impact on Well-Being
One particularly important factor affecting autistic students’ mental health is the sensory environment.
Autistic people often experience heightened sensory sensitivity, particularly to sound. Research exploring autistic people’s experiences of sound in schools and universities found that noise levels and unpredictable auditory environments can significantly affect concentration, learning, and emotional wellbeing (Rosas-Pérez et al., 2023).
Participants in this research described how background noise, echoing lecture halls, and crowded spaces could become overwhelming. For some students, sensory overload made it extremely difficult to focus on learning tasks.
One participant described struggling to process lecture content because their attention was consumed by the surrounding noise environment. Another explained that persistent sensory overload could lead to exhaustion and withdrawal.
These experiences are closely linked to mental health outcomes. When students are forced to constantly cope with overwhelming environments, this can contribute to:
- Chronic stress
- Autistic burnout
- Reduced academic engagement
- Increased anxiety
- Avoidance of lectures or university spaces
Creating sensory-responsive environments is therefore a crucial component of supporting autistic students’ wellbeing.
Social and Cultural Barriers in University Life
In addition to sensory challenges, autistic students often face social and cultural barriers in university settings.
Many universities implicitly rely on informal social networks, self-advocacy, and complex administrative systems. Autistic students may find these expectations difficult to navigate, particularly when clear guidance is lacking.
Cage and Howes (2020) identified several systemic issues affecting autistic students, including:
- Difficulties accessing diagnosis and support
- Limited autism understanding among staff
- Experiences of being an “outsider” within university culture
- Lack of proactive support systems
For many participants, support was only offered after significant difficulties had already emerged. Students often felt that they were expected to ask for help independently, despite uncertainty about what support was available.
This reactive approach can unintentionally disadvantage autistic students. Proactive adjustments and clear communication are therefore essential.
The Importance of Adjustments
Research increasingly emphasises that reasonable adjustments can significantly improve autistic students’ experiences of university.
Adjustments do not involve lowering academic expectations. Instead, they focus on removing barriers that prevent students from demonstrating their abilities.
When universities adopt a neuro-affirmative approach, adjustments support:
- Mental health
- academic engagement
- retention and completion rates
- inclusion and belonging
Importantly, many adjustments that benefit autistic students also improve learning environments for the wider student population.
Key Adjustments That Support Autistic Students
The following adjustments are strongly supported by research and feedback from autistic students.
- Create Sensory-Friendly Learning Environments
Universities should consider how sensory environments affect learning and wellbeing.
Helpful adjustments include:
- Reducing background noise in teaching spaces
- Using sound-absorbing materials such as carpets or acoustic panels
- Providing quiet study areas
- Offering noise-cancelling headphones where appropriate
- Minimising unpredictable loud sounds in teaching spaces
Lecture recordings can also help students revisit material when sensory overload affects concentration during sessions.
- Provide Clear and Predictable Information
Uncertainty is a major source of anxiety for many autistic students.
Clear, structured communication can significantly reduce stress.
Helpful adjustments include:
- Providing detailed module information in advance
- Sharing lecture slides before sessions
- Explaining expectations for assessments clearly
- Breaking down tasks into manageable steps
- Offering visual schedules or structured guidance
Providing information early allows autistic students time to process expectations and plan their work.
- Offer Flexible Learning Options
Flexibility is another important factor supporting autistic students’ mental health.
Possible adjustments include:
- Access to lecture recordings
- flexible attendance options during periods of burnout or mental health difficulty
- extended deadlines where appropriate
- alternative assessment formats when needed
Flexible approaches recognise that autistic students may experience fluctuating levels of sensory and cognitive demand.
- Develop Autism-Informed Staff Training
A lack of autism understanding among staff is frequently reported by autistic students.
Autism-informed training can help staff:
- understand sensory differences
- recognise signs of autistic burnout
- communicate more effectively with autistic students
- avoid misinterpreting autistic communication styles
Training can also help staff move away from deficit-based assumptions and towards strengths-based support.
- Provide Proactive Support Systems
Research suggests that support should not rely solely on students requesting help.
Proactive approaches might include:
- regular wellbeing check-ins
- dedicated autism support services
- peer mentoring programmes
- transition support for first-year students
Early support can prevent difficulties escalating into crises.
- Create Quiet and Low-Stimulation Spaces
Busy university environments can be overwhelming.
Providing quiet spaces allows autistic students to regulate their sensory systems and reduce stress.
These spaces might include:
- quiet study rooms
- low-lighting areas
- sensory-friendly relaxation rooms
Access to calm environments can significantly improve wellbeing during demanding academic days.
- Support Social Inclusion in Different Ways
Traditional university social environments may not suit all students.
Universities can promote inclusion by offering:
- smaller social events
- structured interest-based groups
- online communities
- peer support networks
Providing alternative ways to connect helps autistic students develop meaningful social relationships without overwhelming environments.
- Recognise and Support Autistic Identity
Many autistic students benefit from environments that validate neurodivergent identity.
This includes:
- promoting neurodiversity awareness
- recognising autistic strengths and perspectives
- involving autistic students in policy development
When students feel understood and valued, this can significantly improve mental health and belonging.
Moving Towards Neuro-Inclusive Universities
The research is clear: autistic students do not struggle at university because they lack ability or motivation. Instead, many of the challenges arise when environments fail to accommodate neurodivergent needs.
Small adjustments can make a profound difference.
By improving sensory environments, providing clear communication, offering flexible learning options, and increasing autism understanding among staff, universities can create spaces where autistic students are able to thrive.
These changes benefit not only autistic students but the entire student community. Inclusive environments tend to improve wellbeing, engagement, and learning outcomes for everyone.
University Mental Health Awareness Day is an opportunity to recognise that mental health support must include neurodiversity. Supporting autistic students requires more than awareness—it requires practical action.
By embedding neuro-affirmative adjustments across teaching, support services, and campus environments, universities can move closer to becoming truly inclusive spaces where all students have the opportunity to succeed.
For more information about available training courses please e-mail hello@ncamh.co.uk or call 07545 190915
Click here for more information on the short course: Core Skills and Adjustments to Practice.
References
Ashburner, J., Ziviani, J., & Rodger, S. (2008). Sensory processing and classroom emotional, behavioural, and educational outcomes in children with autism spectrum disorder. American Journal of Occupational Therapy, 62(5), 564–573.
Cage, E., & Howes, J. (2020). Dropping out and moving on: A qualitative study of autistic people’s experiences of university. Autism, 24(7), 1664–1675.
Gurbuz, E., Hanley, M., & Riby, D. (2019). University students with autism: The social and academic experiences of university in the UK. Journal of Autism and Developmental Disorders, 49, 617–631.
Kapp, S. K. (2020). Autistic community and the neurodiversity movement. Singapore: Palgrave Macmillan.
Lei, J., & Russell, A. (2021). Understanding the support needs of autistic students at university: A systematic review. Autism, 25(6), 1510–1531.
Pellicano, E., Dinsmore, A., & Charman, T. (2014/updated research widely cited). What should autism research focus upon? Community views and priorities.
Rosas-Pérez, C., Galbrun, L., Stewart, M. E., & Payne, S. R. (2023). How can anyone learn or teach? Experiences of autistic people with sound in schools and universities. Proceedings of Meetings on Acoustics, 51, 015001.
Autistica (2023). Mental health and autism research briefing. UK Autism Research Charity.