Higher education institutions (HEIs) are increasingly tasked with meeting the needs of students who hold intersecting identities. Although research has explored support for lesbian, gay, bisexual, transgender, queer, or questioning (LGBTQ+) students and autistic students separately, little attention has been given to faculty-level support for individuals who identify as both within HEIs. Because of their direct involvement in students’ academic and personal development, faculty are uniquely positioned to support autistic LGBTQ+ students as they navigate barriers, challenges, and stressors throughout their educational experiences. This article uses a critical narrative review to identify existing research that discuss the barriers, challenges, and stressors faced by each group. Findings are interpreted through a social relational model of disability and frameworks of intersectionality and psychological safety. Practical, faculty-level strategies to promote inclusion and supportive classroom environments for autistic LGBTQ+ students in HEIs are discussed.
Mathieu et al. (2026) studied this question.