Students with learning difficulties are struggling in the Australian education system, with those diagnosed with Autism less likely to enrol in higher education according to recent studies by the University of South Australia (UniSA).
Students with Autism are seven times less likely to attain Bachelor’s degrees when compared to neurotypical students, with two-thirds of students with Autism not studying past Year 11 or 12.
Often, the first hurdle for Autistic students in receiving support in tertiary institutions involves informing the university of their condition. Many face difficulties in obtaining a formal diagnosis during childhood, adolescence, or young adulthood, with girls and women often being disproportionately affected.
An Australian study from 2024 has shown that universities can be “highly adverse” environments for Autistic people. Dr. Diana Tan, a researcher from Macquarie University, highlighted four major areas of concern for Autistic students in higher education, including discrimination, inaccessible university systems, the emotional cost of self-advocacy, and the grit required to persevere in a system ill-equipped to support them.
“We spoke to 21 Autistic people who were either current university students, graduates or non-graduates who discontinued their studies…Almost all participants brought up experiences with discrimination without any prompts from the researchers,” says Dr. Tan.
“First, we found that Autistic students’ disabilities are often misunderstood and, at times, mistrusted. Many students, particularly those studying degrees in helping professions (e.g., education, psychology), have had their suitability for those careers questioned when they disclosed their being autistic.
“Second, the university systems…were found to be inaccessible. These issues were oftentimes exacerbated by the…unequal power dynamics between staff and Autistic students (e.g., some students have had their accommodation requests refused by their lecturers).
“Third, the onus is almost always on Autistic students to know what support they need, to constantly ask [and push] for it… While self-advocacy is a skill many are proud of having, it comes with a cost – the emotional burden of asking for help is an experience shared by many Autistic interviewees.” This additional strain makes it even harder for them to navigate the already challenging environment of university.
“[Fourth is], the grit many students need to get through university…
“In light of these findings, Dr. Tan “proposes incorporating Universal Design for Learning, practices that support neurodiversity and trauma awareness, and adopting a participatory approach to enhance the design of university curricula, processes, and support services for Autistic students.”
With the increasing prevalence of children diagnosed with Autism, experts are advocating for this shift in educational models starting from primary school, emphasising strength-based approaches that cater to diverse student needs.
Associate Professor Jamie Sisson (UniSA) says “educators need to collaborate closely with families to ensure neurodiverse children are not just included but thriving in education.”
“Traditional one way communication methods, like brief parent-teacher interviews which provide an update on academic progress rather than learning more about the child, their interests… challenges, or strengths, are insufficient for meaningful two-way dialogue.”
“Every autistic child has unique strengths and differences that should be respected and celebrated — we are not here to change or to ‘fix’ children, because they are not broken,” says Dr Laura Roche (University of Newcastle).
Currently, National Disability Insurance Scheme (NDIS) access remains an ongoing challenge for parents of students with Autism.
Australian families are facing difficulties in accessing NDIS funding and adequate support, preventing them from providing personalised care for their children.
While the benefits for those who secure funding can be life-changing, issues such as inequity, complex processes, and delays in access resources impact the children’s education and future opportunities.
Experts argue that urgent action is required to streamline the system and foster collaboration between families, educators, and NDIS providers to ensure these children can thrive.
Dr Deborah Price and Dr Deborah Green (UniSA) have stated that “… a lack of individualised support and communication, inflexibility in resource allocation, and timeliness of assessments, reviews, and funding… impact the child and their schooling.
“Increasing workload, including national curriculum and assessment priorities…are impacting on opportunities to…personalise learning for the increasing diversity of learners within the classroom.
“Further adding to this is the high turnover of staff in schools.
Allowing students with Autism to thrive, “requires school leadership support with release time, coordinating meetings [and] recognition that no one approach will meet the needs of all students.”
The Lead Research, Dr Kobie Boshoff (UniSA), says that schools can better support these students by fostering positive relationships, offering flexible learning strategies, and ensuring physical environments cater to sensory needs.
“Autistic students’ school experiences are often marred by being poorly understood, high levels of bullying, interpersonal difficulties, and academic struggles, all of which impact their mental health into adulthood,” Dr Boshoff says.
A school’s physical and social environment also plays a crucial role. Noisy, crowded spaces and unpredictable routines can trigger anxiety, making it harder for students to engage. Schools that offer structured support, sensory-friendly spaces, and flexible learning strategies create a more inclusive experience.”
This year, Australia launched its $42.3 million inaugural National Autism Strategy (2025–2031) to create a safe and inclusive society where all autistic people are empowered to thrive. In South Australia, a $250,000 state government trial is introducing autism inclusion teachers (AITs) in nine public high schools to better support neurodiverse students. The outcomes of these trials can hopefully serve as a stepping stone for improved support in the tertiary system.
With World Autism Awareness Day having taken place on April 2, researchers in the field of inclusive education continue to highlight the urgent need for accessible and inclusive education at every level, ensuring that neurodiverse students are supported and empowered to thrive.
