Peers as Agents of Support

Student retention, persistence and graduation are major concerns for colleges and universities. According to the National Center for Education Statistics only about 60% of students attending public universities will graduate after 6 years. For college students on the autism spectrum, that percentage drops to less than 20%, with many students leaving within their first year.

What impacts college retention for students with autism and what can be done help students on the autism spectrum find success in college?

We see students prematurely exit the university due to typical challenges related to poor preparation, financial constraints, family stressors, and lack of academic fit. However, social factors also influence continued enrollment in post-secondary education. For college students with autism, a sense of belonging is critical and social connection is a powerful predictor of both college satisfaction and persistence. Additionally, a sense of belonging and connection acts as a protective factor against mental health challenges.

Where does this leave students on the autism spectrum, who may struggle to find spaces and places where they feel socially confident, comfortable and connected?

Peer mentoring in higher education is regarded as an effective intervention to impact both academic and social outcomes, particularly for college students with autism. Many colleges have implemented mentoring programs as part of their student support services and most specialized support programs for college students with autism include mentoring as a key component of their programming.

Peer mentoring relationships are mutually beneficial, allowing mentors to act as useful role models and trusted allies as they share their knowledge, advice and experience. Students with autism benefit from having a safe environment in which to work through issues, ask questions, and raise concerns as they navigate the complex college environment.

What can a mentor do to help a student with autism who is struggling in college?

Mentors can help students who may be struggling in the dorms by discussing roommate issues or problems related sleep or hygiene routines. Mentors who are familiar with the campus can assist students in understanding the many resources available, think about when to reach out for help, and understand the process for utilizing office hours, tutoring supports, or accomodations. Mentors can assist students in learning new ways of managing a college course load, suggesting tools and strategies that have worked for them. Students with autism may need help managing the social transition to college as well and mentors can help direct them toward clubs of interest and assist students in setting and meeting social goals.

For students with autism, there are benefits related to the mentoring relationship itself in terms of increased opportunities to practice social communication and interaction, help in understanding social expectations, and reducing isolation.

Supportive peer relationships foster a sense of belonging and contribute to college success. For students with autism, peer mentors are important source of social support as they work to integrate into campus and find college success.