Autistic high school students’ perspectives on the feasibility and acceptability of a geospatial information science & technology program: an exploratory qualitative study

In the United States, approximately one in 31 children is identified as autistic, and research indicates that autistic individuals complete bachelor’s degrees and secure employment at lower rates than their non-disabled peers. Expanding access to STEM may help address these disparities, which often emerge during the transition to adulthood. Although autistic college students often pursue STEM majors, low degree completion rates highlight the need for stronger preparation and support in these high-demand fields. Strengthening STEM preparation and support during high school may improve long-term outcomes. Therefore, this exploratory qualitative study examined GIST participants’ perspectives on the feasibility and acceptability of the Geospatial Information Science & Technology (GIST) program. Participants included 16 autistic high school students. Data were collected through semi-structured interviews and analyzed using thematic analysis. Findings identified lecture-based instruction as the primary barrier to feasibility. Participants reported positive impressions of GIST, including social interaction, supportive instructors, and real-world applications, alongside areas for improvement such as reducing lectures, increasing hands-on learning, and incorporating student interests. These findings highlight the importance of aligning STEM programs with autistic students’ attention, engagement, and self-regulation needs and offer practical guidance for designing more accessible and effective STEM learning experiences.