psychoeducation

Given that some autistic students found socialisation at university to be ‘necessary but exhausting’ (Van Hees et al., 2015), university stakeholders may consider supporting students to find the right balance of academic and social life for themselves at university. For example, universities may consider providing more psychoeducation on ways for maintaining one’s wellbeing at university and emphasise on the importance of setting wellbeing as a goal for successful university transition, beyond that of either social and/or academic success.

2021 July 25, Jiedi Lei, and Ailsa Russell, “Understanding the role of self-determination in shaping university experiences for autistic and typically developing students in the United Kingdom”, in Autism, volume 25, number 5, →DOI, pages 1262–1278