A good transition is just key”: The views and experiences of disability support staff in supporting autistic students transition to university

Background: The transition to university can be challenging for all students. However, the transition to university might be especially challenging for autistic students because of changes in routines, environments, and expectations. Support during this period is important for well-being and academic success, yet autistic students report facing barriers when accessing adequate support. Although disability support staff play a vital role, their perspectives regarding effective transition support have been overlooked.Methods: We conducted semi-structured interviews with 11 disability support staff from seven UK universities to examine the following: (1) the support they offer autistic students during the transition to university and (2) their recommendations for improving support. We analyzed the data using content analysis and reflexive thematic analysis.Results: Staff described the transition to university as an ongoing process rather than an event in time. They also highlighted that the transition to university transition is complex and multidimensional, involving simultaneous changes across various life domains. Relatedly, they reported offering diverse academic (e.g., in-class support) and nonacademic (e.g., social groups) transition supports. Nonetheless, they acknowledged barriers in providing comprehensive support, including lacking resources and relying on students to self-advocate their needs. We generated three overarching themes related to staff’s recommendations for improving transition support for autistic students: (1) a need for comprehensive preparation and sustained support, (2) fostering positive communication between stakeholders, and (3) curating an accessible and inclusive university culture.Conclusion: Although disability support staff demonstrate dedication toward facilitating successful transitions for autistic students, barriers exist limiting effective support provision. Implementing universal design principles may foster accessibility and alleviate pressures on individual services. Enhancing communication between stakeholders could also optimize transition support.