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<p>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.</p>

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

  • 期刊论文

  • 出版模式：

    开放获取

  • 发表日期：

    2025年8月27日

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  • Adam J. Jeffery,
  • Steven L. Rogers,
  • Kelly L. A. Jeffery,
  • Mark Lucherini,
  • Julie A. Hulme,
  • Martin Griffin,
  • Jamie K. Pringle,
  • Kristopher D. Wisniewski,
  • Elizabeth J. Derbyshire,
  • Catherine Hallam,
  • Isobel Stemp,
  • Lisa Lau,
  • Liam A. Bullock

摘要

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.