Navigating Transitions to Higher Education: Executive Functioning Insights from Students with Autism Spectrum Disorder

Abstract

More autistic students are pursuing postsecondary educational opportunities than ever before, yet many report unmet support needs and barriers to inclusion. While institutional programs are expanding nationwide, few studies center on the voices of autistic students themselves. Research continues to highlight persistent barriers related to executive functioning (EF), social belonging, and self-advocacy, yet we know little about autistic students’ personal experiences navigating these challenges. The present study utilized a narrative inquiry approach to explore the EF experiences of 8 self-identified autistic students at Colorado State University, aiming to identify perceived facilitators and barriers to postsecondary success. Thematic analysis of semi-structured interviews revealed 5 overarching themes: Academic and Executive Functioning (EF) Challenges, Social and Environmental Isolation on Campus, Inconsistent Institutional and Faculty Support, The Necessity of Self-Advocacy, and Holistic Support Needs and Functional Independence. Findings highlight significant barriers related to unclear academic expectations, the high mental energy cost of independent living, and faculty stigma regarding accommodations. A pervasive self-advocacy skill gap was revealed through the externalization of supports, where participants frequently relied on external agents to advocate on their behalf. These results highlight the need for a coordinated, neurodiversity affirming support model that addresses the metacognitive demands of university life.