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A scoping review reveals family dynamics significantly influence autistic students’ higher education journeys, suggesting areas for further study.
A key factor influencing autistic students’ higher education experiences is students’ family dynamics, but literature on this topic remains fragmented. The present scoping review aims to synthesise the various perspectives (e.g., family members, higher education staff) on this topic. Systematic searches were performed on the PsycINFO, Scopus, Web of Science, and PubMed databases. Twenty-three records published between 2008 and 2024 were included. Studies discussed family involvement, support, the role of family, and family relationships. This review found that the main role of family in autistic students’ higher education journeys is to provide non-academic support (e.g., emotional support). Future studies should investigate determinants and outcomes of family involvement and support and examine the roles of non-parental family members.
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Lim et al. (2026) studied this question.
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