Taking a strengths-based approach to mentoring autistic students in higher education

Authors and presenters

• Julia Carew, Student Academic Success, Academic Division

• Kathryn French, Student Academic Success, Academic Division

Abstract

This presentation focuses on a strengths-based mentoring approach for autistic students in higher education. We aim to raise awareness of autistic experiences in the classroom: specifically highlighting the Speerment program and encouraging referrals to both Speerment and Accessibility Services.

There are increasing rates of autism diagnoses, yet the educational disparities faced by autistic individuals in Australia are significant. Only 8.1% of autistic individuals hold a Bachelor’s degree or higher compared to 16.1% of the disabled population and 32% of the general population: indicating a need for targeted support of autistic students in higher education.

The challenges autistic students encounter in transitioning from structured school environments to the more independent setting of tertiary education include difficulties in social connections and executive functioning; and sensory processing differences are highlighted as significant factors influencing the student experience.

A central focus of the Speerment program is to provide one-to-one mentoring for autistic students. Grounded in self-determination theory, the program adopts a strengths-based approach: aiming to foster autonomy, competence, and relatedness. The mentors, who are fellow students, play a crucial role in normalising experiences, addressing challenges, and modelling effective study and organisational strategies.  A broader adoption of our strengths-based approach in interactions with autistic and neurodiverse students would improve both their student experience and academic outcomes.  We highlight the importance of recognising the person beyond the disability and the imperative need for a supportive and inclusive teaching approach for positive outcomes.