How can peer mentoring benefit students with Autism in post-secondary education and IEPs?

PostedDecember 18, 2025

UpdatedDecember 18, 2025

ByMy Patient Advice

Author: Hannah Smith, MSc | Reviewed by: Dr. Rebecca Fernandez, MBBS

Peer mentoring is a powerful tool for supporting students with autism in post-secondary education. It provides a supportive environment that fosters social integration, academic success, and mental health wellbeing, all crucial elements of a successful Individualized Education Plan (IEP). By involving students with autism in structured peer mentoring relationships, universities can help them navigate the challenges of higher education, ensuring they are empowered to succeed academically and socially.

What is peer mentoring in post-secondary education?

Peer mentoring involves students providing guidance, support, and assistance to one another. In the context of autism, peer mentoring often includes pairing autistic students with trained peers or mentors who have a strong understanding of autism or are neurodiverse themselves. These relationships can help students with autism better integrate into university life, access academic resources, and receive emotional support, which are all essential components of their IEPs.

The National Health Service (NHS) Learning Disability and Autism Programme (2025) highlights the role of peer mentoring in universities as a way to improve academic confidence, engagement, and social inclusion for autistic students. The programme emphasises that peer-led support systems can significantly enhance the university experience for students with autism, leading to better academic outcomes and greater participation in campus life.

Academic support through peer mentoring

One of the main benefits of peer mentoring is academic support. Many autistic students struggle with self-advocacy and navigating the complexities of academic environments. Peer mentors provide the essential guidance and practical help that students need to manage their coursework, stay organised, and effectively request accommodations, such as extra time for exams or assistive technology.

The National Institute for Health and Care Excellence (NICE) recommends including peer mentoring as part of a holistic approach to supporting autistic students in post-secondary education. Peer mentors can guide students on how to access support services, enhance communication skills, and manage academic tasks. By providing tailored academic guidance, peer mentors help ensure that students are better prepared to succeed in their studies and achieve their IEP goals.

Social integration and emotional support

Social integration is a significant challenge for many students with autism in post-secondary education. The transition to university often involves unfamiliar social dynamics and an overwhelming new environment. Peer mentoring can bridge this gap by helping students with autism build relationships and navigate social interactions more comfortably.

The Department for Education’s SEND Code of Practice (2024) emphasises the importance of fostering social inclusion through peer mentoring. It notes that when autistic students are paired with mentors who provide emotional support and help with social integration, they experience lower levels of anxiety and stress. This leads to improved mental health outcomes and greater success in university life.

In addition, the National Autistic Society (NAS) (2025) outlines best practices for autism mentoring, such as providing students with opportunities to engage in campus activities with a peer mentor who helps them feel more connected. This reduces isolation and helps them develop the necessary social skills to thrive in a university setting.

Benefits for IEP success

Peer mentoring can significantly enhance the effectiveness of IEPs by providing additional support to help students achieve their goals. The Autistica (2024) programme found that peer mentors contribute to IEP success by helping students understand their individual needs and advocate for appropriate accommodations. By developing a collaborative relationship with their peers, students are better able to manage their education and access the support they need.

The World Health Organization (WHO) Autism Spectrum Disorders Policy Brief (2025) supports the idea of peer mentoring as a core resource for autistic students in post-secondary education, recognising the importance of including peer-led support in IEP planning. It suggests that structured peer mentoring not only aids in social and academic development but also promotes self-advocacy, a critical skill for students with autism to navigate university systems and requests for accommodations.

International perspectives on peer mentoring

Globally, peer mentoring has been recognised as a valuable strategy for enhancing the university experience of autistic students. UNESCO’s Inclusion in Education Portal (2025) calls for international reforms that encourage peer mentoring to support neurodiverse students. The portal highlights that peer mentoring plays a key role in creating inclusive learning environments, ensuring that neurodiverse students can actively participate in their education while receiving the support they need.

Similarly, the Frontiers in Education (2024) study found that peer mentoring programmes not only improve academic success but also mental health, self-advocacy, and engagement for autistic students. The study suggests that universities that integrate peer mentoring into their IEP framework provide students with critical tools for success, from academic strategies to social skills development.

Takeaway

Peer mentoring is an essential resource for ensuring the success of IEPs for autistic students in post-secondary education. By providing academic support, social integration, and emotional guidance, peer mentors help students overcome barriers to learning and fully engage with their university experience. These mentoring relationships contribute to greater self-advocacy, academic achievement, and mental health, ensuring that students with autism receive the necessary support to thrive in higher education.

If you or someone you support would benefit from early identification or structured autism guidance, visit Autism Detect, a UK-based platform offering professional assessment tools and evidence-informed support for autistic individuals and families.

Hannah Smith, MSc

Author

Hannah Smith is a clinical psychologist with a Master’s in Clinical Psychology and over three years of experience in behaviour therapy, special education, and inclusive practices. She specialises in Applied Behavior Analysis (ABA), Cognitive Behavioural Therapy (CBT), and inclusive education strategies. Hannah has worked extensively with children and adults with Autism Spectrum Disorder (ASD), ADHD, Down syndrome, and intellectual disabilities, delivering evidence-based interventions to support development, mental health, and well-being.

All qualifications and professional experience stated above are authentic and verified by our editorial team. However, pseudonym and image likeness are used to protect the author's privacy.

Dr. Rebecca Fernandez, MBBS

Reviewer

Dr. Rebecca Fernandez is a UK-trained physician with an MBBS and experience in general surgery, cardiology, internal medicine, gynecology, intensive care, and emergency medicine. She has managed critically ill patients, stabilised acute trauma cases, and provided comprehensive inpatient and outpatient care. In psychiatry, Dr. Fernandez has worked with psychotic, mood, anxiety, and substance use disorders, applying evidence-based approaches such as CBT, ACT, and mindfulness-based therapies. Her skills span patient assessment, treatment planning, and the integration of digital health solutions to support mental well-being.

All qualifications and professional experience stated above are authentic and verified by our editorial team. However, pseudonym and image likeness are used to protect the reviewer's privacy.