A Difficult Transition
Lack of support prevents students with learning differences from positively transitioning to tertiary education.
The process of transition within schools is well-documented, but the transition from school to tertiary education remains significantly under-researched, particularly for autistic and dyslexic students. This gap in understanding becomes even more critical when we consider the unique challenges these students face in navigating the academic, social, and emotional demands of tertiary education.
In light of this, GTC Scotland commissioned an enquiry focused on how well prepared autistic and/or dyslexic women feel when transitioning into tertiary education and how these feelings impact their academic success. This enquiry aimed to uncover the obstacles and support systems necessary for these students to thrive in higher education settings.
From the Literature
Many students thrive in high school due to structured environments and close support from teachers. However, the transition to tertiary education often requires more independent study skills, which some students may not yet possess (Bolt & Graber, 2010). The shift from a highly structured secondary education environment to the relatively unstructured nature of tertiary education can be particularly challenging for students with learning differences. Support networks play a critical role in helping students build resilience and succeed in this new setting. Despite the general agreement on the importance of support, there is ongoing debate about which types of support networks are most effective for neurodiverse students.
Unfortunately, tertiary institutions are often unprepared to meet the specific needs of students with learning differences. This lack of preparedness can lead to "institutionalised disablism," a term coined by researchers Gibson and Kendall (2010), to describe the systemic disadvantage faced by students with additional needs when institutions fail to accommodate them. Barnes (1991) also highlighted that many higher education institutions remain unready to integrate students with learning differences into mainstream settings, further exacerbating the difficulties these students face.
Our Findings
To explore the experiences of neurodiverse women transitioning into tertiary education, 24 self-selected participants took part in an online survey. The survey included Likert scale questions and open-ended responses, allowing participants to share both quantitative and qualitative data about their "lived experiences." For the sake of anonymity, no demographic data was collected. The enquiry was conducted in line with the British Educational Research Association’s code of conduct to ensure ethical integrity.
The survey revealed that the majority of participants lacked confidence in several key areas. Specifically, "study skills" and "instructions are given in a format that is easily understood" emerged as major challenges. Students reported difficulties in understanding course material, organising their workload, and managing the expectations of tertiary education.
One of the most significant findings was the need for mental health support. Many participants stressed that access to mental health resources was vital for their well-being and academic success. This mirrors findings in the literature, which suggests that resilience is a key factor in helping neurodiverse students handle difficulties and persist through challenges in tertiary education settings (Neilson, 2011; Bolt, 2010).
Furthermore, the data reinforced the idea that emotional and psychological factors are inseparable from learning strategies. Without appropriate support, students’ self-esteem can suffer, making academic tasks feel insurmountable (Kirwan & Leather, 2011; Nalavany et al., 2011). This highlights the need for institutions to consider the emotional well-being of students alongside academic accommodations.
Four Key Takeaways
Based on the findings of this enquiry, four key takeaways emerged that can help improve the transition experience for autistic and dyslexic students:
Teach Practical Study Skills in Schools: Schools should introduce strategies that promote practical skills like independent working, essay structure, and time management during the senior years. However, this effort needs to be supplemented by tertiary institutions, which must continue supporting students as they apply these skills in a more autonomous environment.
Familiarisation with Campus and Resources: Current students recommended that new dyslexic and autistic students take extra time before the academic year begins to familiarise themselves with the university layout, library systems, and other campus resources. Knowing where to go and how to use these tools can reduce anxiety and improve confidence.
Use of Study and Organisational Apps: Neurodiverse students should explore study and organisational apps available for phones, tablets, and computers. These tools can assist with planning, time management, and staying organised, all of which are crucial for success in a less structured academic setting.
Increased Training for Tertiary Institutions: There is a pressing need for tertiary institutions to receive additional training on the specific needs of neurodiverse students. Awareness-raising initiatives and professional development can help faculty and staff better understand and accommodate learning differences, creating a more inclusive environment.
Conclusion
The transition from school to tertiary education is challenging for many students, but for those with learning differences like autism and dyslexia, it can feel particularly overwhelming. The findings from this enquiry, commissioned by GTC Scotland, shed light on the barriers these students face and emphasise the importance of targeted support strategies. By fostering resilience, providing emotional support, and creating an inclusive academic environment, tertiary institutions can empower neurodiverse students to thrive and succeed.
About the authors
Jasmine Miller is an accredited and qualified coach and Sarah Strachan is a specialist dyslexia tutor.
References
Barnes, C. (1991) Institutional Discrimination agains Disabled People – a case for legislation. Available at: https://disability-studies.leeds.ac.uk/wp-content/uploads/sites/40/library/Barnes-bcodp.pdf [Accessed 22 February 2019].
Gibson, K. Kendall, L., 2010. Stories from School: Dyslexia and Learners’ Voices on Factors Impacting on Achievement. Support for Learning, NASEN, Volume 25. Kirwan, L., Leather, C., 2011. Students’ Voices: a Report of the Student View of Dyslexia Study Skills Tuition. Support for Learning , NASEN Volume 26.
Nalavany, L., Carawan, L., Brown, L., 2011. The Educational, Social and Emotional Experiences of Students with Dyslexia: The Perspective of Postsecondary Education Students. British Journal of Special Eduction, NASEN Volume 38, pp. 192–200.
Neilson, C., 2011. The Most Important Thing: Students with Reading and Writing Difficulties Talk about their Experiences of Teachers’ Treatment and Guidance. Scandinavian Journal of Educational Research, Volume 55, Number 5, pp. 551–565.
