Discrimination and Harassment Experiences of Autistic College Students and Their Neurotypical Peers: Risk and Protective Factors.

This study looked at bullying and discrimination experiences of autistic college students compared to their peers. Good news: supportive teachers helped protect all students from negative experiences. For autistic students, certain thinking skills also helped protect against harassment. However, autistic students faced higher risks when participating in school events.

The research shows colleges need better support systems and awareness about neurodiversity to create safer, more inclusive campuses for autistic students.

This nationwide survey study compared discrimination and harassment experiences between 290 autistic and 290 matched non-autistic college students. The research identified both protective and risk factors for campus discrimination. Faculty support emerged as universally protective against discrimination and harassment for all students. For autistic students specifically, 'habits of mind' provided additional protection against harassment.

However, participation in school-facilitated events increased discrimination and harassment risk for all students, with autistic students facing heightened vulnerability. The findings emphasize the critical role of faculty support in creating positive campus environments and highlight the need for colleges to address broader neurodiversity issues on campus.

Findings support implementing faculty training programs on autism awareness and support strategies. Colleges should develop targeted interventions to enhance protective 'habits of mind' skills for autistic students. Event planning requires review to ensure inclusive, safe participation for neurodivergent students while addressing campus-wide neurodiversity acceptance.

The abstract does not specify the study methodology, response rates, or potential selection biases. The definition and measurement of 'habits of mind' is unclear. Causal relationships cannot be established from this observational study design. The scope and severity of discrimination experiences are not detailed.

This study examines autistic and non-autistic college students' experiences of discrimination and harassment and identifies protective and risk factors. A nationwide survey was used to match autistic students (N = 290) and non-autistic students (N = 290) on co-occurring diagnoses and demographic characteristics. Multiple regression and interaction analysis revealed that faculty support was protective against discrimination and harassment regardless of autism status. Habits of mind was particularly protective for autistic students against harassment.

Any student who engaged in school-facilitated events was more likely to experience discrimination and harassment, but the risk was heightened for autistic students. Findings highlight the importance of faculty support in fostering positive interpersonal experiences on campus, and demonstrate the need to address deeper college campus issues with respect to neurodiversity.