The sensory processing experiences of autistic students at university

Autistic individuals experience sensory processing differences compared to the general population and other developmental disabilities. These sensory differences have been reported to have negative impacts on many areas of an autistic individual’s daily life, including their educational experience. The current thesis aims to explore the sensory processing experiences of autistic students in their university environment. Study 1 used photo-elicitation interviews with autistic students (n = 21) to identify their sensory experiences in the university environment. Study 2 consisted of online questionnaires to investigate the relationship between sensory patterns, IQ and university academic achievement in autistic (n = 34) and non-autistic (n = 51) undergraduate students. For the autistic group, an analysis was conducted to establish if coping methods for negative sensory experiences at university moderated university academic achievement. Study 3 used qualitative online questionnaires to explore the sensory experiences of autistic students (n = 21) whilst they accessed their university remotely during COVID-19 restrictions. The Adolescent/Adults Sensory Profile was used in all studies to establish the participant’s quantitative sensory profiles. All autistic participants had quantitative sensory differences. In Study 1, most sensory experiences at university were negative. A minority of positive sensory experiences were reported. Participants identified coping methods for managing their sensory experiences and gave suggestions for improving their sensory experiences. In Study 3, in comparison to Study 1, there were different sensory inputs identified, but the inputs had similar impacts on the participants. Most participants reported their negative sensory experiences had a more negative impact on their university experience in-person than they did at home. In Study 2, IQ did not significantly predict university academic achievement for the non-autistic group, but sensation seeking did positively predict it. IQ did significantly and positively predict university academic achievement for the autistic group, but their sensory profiles were stronger predictors, and these relationships were negative. Coping methods for negative sensory experiences did not moderate university academic achievement. The findings in this thesis show autistic university students can be negatively impacted by their sensory differences, both qualitatively and quantitatively. However, their experiences exist across a range, and it is possible for them to be positive. The results were used to create guidance for universities to make their environments more accessible to autistic students.