Trauma-Informed Approaches in Higher Education: Recognising and Addressing Educational Trauma in Autistic Students

Research indicates that autistic students are less likely to complete their degrees compared to their neurotypical peers or, if they do, they are less likely to achieve what are classed as 'good degrees'. Much of the existing research locates the ‘problems' autistic students encounter within the individual, as result of their neurodivergence. As a result, individualised support plans are devised. It is, of course, important to tailor support to the needs of individual students but this can serve to overlook structural and systemic factors that contribute to lower educational outcomes for autistic students. What is currently missing is an examination of their educational experiences in the context of educational trauma. In this chapter, I will argue that, if we are to engender social change, reduce inequalities and support autistic students to achieve their full academic potential, it is necessary to adopt a trauma informed approach to teaching, learning and assessment.