December 1, 2025

Perceptions of Autistic and Nonautistic Postsecondary Students Regarding their Obstacles and Strategies to Academic success

Key Points

Academic success is impacted by procrastination and socialization challenges in postsecondary education for both groups.
Students reported challenges with group work and maintaining sleep routines, indicating a need for tailored peer support and strategies.
Interventions for improving self-regulated learning are crucial for both autistic and nonautistic students in their academic pursuits.
The study underscores the importance of supporting autistic students, particularly in socialization and group collaboration settings.

Abstract

Despite an increasing number of young adults with autism pursuing postsecondary education, more research is needed to compare autistic undergraduates to their nonautistic peers. This study surveyed 204 undergraduate students with and without autism. Participants were asked about their perceptions regarding their everyday hindrances and compensatory strategies. Results indicated that procrastination and irregular sleep schedules are significant barriers to academic success for both groups. Autistic students also report challenges related to their diagnosis, such as sensory concerns, difficulties with changes in routine, and apprehension over working with others. Despite these differences, both groups utilize similar compensatory strategies, such as summarizing readings and maintaining routines. Findings emphasize the necessity of interventions targeting procrastination and sleep habits for all students and additional supports provided for autistic students in the areas of socialization, group work, and postsecondary classrooms.

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