How Can Families Support Students with Autism in Post-Secondary Education?
Transitioning into college, university, or vocational training is a major milestone and for students with autism, it can also bring new challenges. While independence is important, family support continues to play a vital role in helping students adjust to new environments, routines, and expectations.
According to the NICE guideline (CG128), strong collaboration between families and educational providers helps autistic students manage transitions more smoothly and sustain success in post-secondary education.
1. Encourage Early Preparation and Independence
Preparation begins long before the first term starts. The DfE SEND Code of Practice (0–25 years) advises families to start transition planning during secondary school, focusing on practical life skills and confidence-building.
Families can support by:
- Visiting campuses early to familiarise students with spaces and routines.
- Practising daily living skills such as budgeting, time management, or meal planning.
- Encouraging small steps toward independence, such as contacting tutors or managing schedules.
These experiences build autonomy and reduce anxiety during the transition to higher education.
2. Support Access to Disability and Inclusion Services
Every post-secondary institution has a Disability Support Service (or Inclusion Office) that coordinates adjustments for students with autism. The DfE’s Whole School SEND programme and NHS National Autism Team recommend early engagement with these services to ensure supports are in place before the course begins.
Families can help by:
- Assisting students in registering with disability services.
- Ensuring diagnostic documentation is shared securely.
- Helping students apply for Disabled Students’ Allowance (DSA), which funds specialist equipment and mentoring.
Encouraging students to take the lead in these processes helps strengthen self-advocacy skills.
3. Foster Emotional and Practical Support Networks
Leaving home and adapting to new social environments can feel overwhelming. The RCSLT Autism Guidance (2025) highlights the value of supportive relationships in promoting confidence and resilience.
Families can:
- Maintain regular check-ins through messages or calls, offering encouragement rather than supervision.
- Help students connect with peer mentors, autism societies, or local neurodiversity groups.
- Encourage routine self-care: good sleep, balanced meals, and downtime to support regulation and focus.
These small but consistent actions help students feel grounded and supported, even from a distance.
4. Communicate with Educators and Professionals
Collaboration between families, educators, and support teams is essential to maintaining continuity of care. The NICE guidance (CG128) recommends regular communication during the first academic year to ensure that strategies and accommodations remain effective.
Families can support by:
- Attending transition or review meetings where appropriate.
- Sharing insights about what works best for their child (e.g., sensory preferences, calming techniques).
- Respecting the student’s growing autonomy while remaining an advocate when necessary.
A balanced approach, supportive yet empowering, helps students feel capable and heard.
Reassuring Insight for Parents and Educators
Family involvement remains one of the most powerful protective factors for autistic students in post-secondary education. By encouraging independence, fostering communication, and maintaining emotional support, families help students develop the confidence and skills to thrive in their next chapter.
If you’d like expert guidance to better understand your child’s educational progress and sensory needs, Autism Detect offers comprehensive autism assessments for both adults and children.
