{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,10,16]],"date-time":"2026-10-16T12:20:48Z","timestamp":1792153248823,"version":"4.4.0"},"reference-count":90,"publisher":"SAGE Publications","issue":"4","license":[{"start":{"date-parts":[[2025,8,1]],"date-time":"2025-08-01T00:00:00Z","timestamp":1754006400000},"content-version":"tdm","delay-in-days":0,"URL":"https:\/\/journals.sagepub.com\/page\/policies\/text-and-data-mining-license"}],"content-domain":{"domain":["journals.sagepub.com"],"crossmark-restriction":true},"short-container-title":["Autism in Adulthood"],"published-print":{"date-parts":[[2025,8,1]]},"abstract":"<jats:sec>\n                    <jats:title>Background:<\/jats:title>\n                    <jats:p>Participation rates for autistic young adults in higher education are increasing. However, academic outcomes and retention are lower than for neurotypical peers, and mental health and well-being concerns exist for these young people. Universities and colleges must provide inclusive supports that consider the needs of autistic young people and reflect neurodiverse affirming approaches. Our systematic review examined empirical studies of support initiatives for autistic young adults in higher education. We considered initiatives\u2019 impact in enhancing psychological well-being, academic achievement and retention, and the extent to which programs were coproduced and informed by an understanding of autistic culture and individual experiences.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Methods:<\/jats:title>\n                    <jats:p>Our review followed the Preferred Reporting Items for Systematic Reviews and Meta-analysis standards of systematic review. Studies conducted between 2013 and 2023 that investigated programs for autistic young adults in university and examined psychological well-being, academic achievement, or retention were eligible for inclusion. Sixteen studies met the inclusion criteria. We critically appraised those studies using the Joanna Briggs Institute tool and assessed the support initiatives for quality following the Australasian Society for Autism Research criteria.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Results:<\/jats:title>\n                    <jats:p>The most prevalent support programs for autistic young adults in higher education were mentoring initiatives. Multimodal interventions adopted a psychosocial focus, with primary aims of developing social, organizational, and empathic listening skills. Participants in mentoring programs demonstrated increases in well-being and academic outcomes, including participants\u2019 feelings of connection, belonging, and academic self-efficacy. Multimodal interventions showed reductions in areas such as anxiety and loneliness, and improvements in self-esteem.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Conclusion:<\/jats:title>\n                    <jats:p>The support programs we identified in this review demonstrated positive effects for autistic young people\u2019s well-being, academic achievement, and retention. Mentoring interventions were beneficial and focused on individual strengths, interests, and challenges of autistic individuals. Our recommendation for future research and support initiatives is to tailor programs to the individual needs of autistic university students, using codesign principles and focusing on environmental and systemic changes to enhance their full participation in higher education.<\/jats:p>\n                  <\/jats:sec>","DOI":"10.1089\/aut.2024.0078","type":"journal-article","created":{"date-parts":[[2025,2,24]],"date-time":"2025-02-24T10:03:16Z","timestamp":1740391396000},"page":"403-420","update-policy":"https:\/\/doi.org\/10.1177\/sage-journals-update-policy","source":"Crossref","is-referenced-by-count":6,"title":["Investigating the Outcomes and Quality of Support Programs for Autistic Young Adults in Higher Education: A Systematic Review"],"prefix":"10.1177","volume":"7","author":[{"ORCID":"https:\/\/orcid.org\/0009-0006-5171-7820","authenticated-orcid":false,"given":"Inga","family":"Koops","sequence":"first","affiliation":[{"name":"College of Psychology, School of Health Medical and Applied Sciences, CQ University, Rockhampton, Australia."}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Paul","family":"Duckett","sequence":"additional","affiliation":[],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Adam","family":"Gerace","sequence":"additional","affiliation":[],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"179","published-online":{"date-parts":[[2025,8,11]]},"reference":[{"key":"e_1_3_6_2_2","doi-asserted-by":"publisher","DOI":"10.1080\/10888691.2015.1082429"},{"key":"e_1_3_6_3_2","doi-asserted-by":"publisher","DOI":"10.1007\/978-3-319-47143-3_7"},{"key":"e_1_3_6_4_2","doi-asserted-by":"publisher","DOI":"10.1177\/1362361318757048"},{"key":"e_1_3_6_5_2","doi-asserted-by":"publisher","DOI":"10.1007\/s10803-022-05725-6"},{"key":"e_1_3_6_6_2","doi-asserted-by":"publisher","DOI":"10.1007\/s40489-023-00413-2"},{"key":"e_1_3_6_7_2","doi-asserted-by":"publisher","DOI":"10.1007\/s10803-020-04386-7"},{"key":"e_1_3_6_8_2","doi-asserted-by":"publisher","DOI":"10.1007\/s10803-014-2324-2"},{"key":"e_1_3_6_9_2","doi-asserted-by":"publisher","DOI":"10.1007\/s10803-017-3257-3"},{"issue":"1","key":"e_1_3_6_10_2","first-page":"6","article-title":"Building a strength-based support program for college students with autism","volume":"7","author":"Lechtenberger D","year":"2021","unstructured":"Lechtenberger D, , Dotson WH, , Fukuda E, et al. 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