Differences in anxieties and social networks in a group-matched sample of autistic and typically developing students transitioning to university

Lay Abstract Transitioning to university can be anxiety-provoking for all students. The academic, daily living and social difficulties can become magnified for autistic students when considered alongside the social difficulties associated with autism, as well as higher levels of co-occurring social anxiety. Although previous studies report poor transition outcomes and retention rates for autistic students, it is unclear whether: (1) the academic, daily living and socialisation difficulties reported are unique to autistic students; (2) whether there are differences in students' social networks at university, as well as their perceived level of support provided by network members; and (3) to what extent these difficulties may be accounted for by social anxiety found in both autistic and typically developing (TD) students when transitioning to university. This study compared a group of autistic students transitioning to university against a group of TD students who are similar in age, sex, academic performance prior to starting university and subject of study at university. Autistic students were found to be more socially anxious, more worried about different aspects of university life. Autistic students had a smaller social network compared to TD students, though both groups perceived similar levels of support from their social networks. Higher levels of social anxiety common to both groups, not autistic traits, was associated with greater distress in daily living and socialisation at university. University stakeholders may consider providing more psychoeducation and support around social anxiety for both autistic and TD students transitioning to university, to improve transition outcomes for all students.