Typical autism-related challenges in study environments

Autistic students may experience challenges linked to communication, sensory processing, social interaction, or changes in structure.

Understanding how these affect you personally can help when requesting adjustments.

Some examples might include:

• Finding it difficult to follow fast-paced verbal explanations or group discussions

• Sensory overload in bright, noisy or crowded spaces

• Anxiety about unexpected changes or unclear instructions

• Difficulty understanding implicit social rules (e.g. when to ask questions, how to join group work)

• Struggling with transitions between lessons or locations

• Finding it hard to manage multiple deadlines or unstructured independent study

• Being misunderstood as “rude” or “disengaged” when actually overwhelmed, anxious, or needing more time to process information.

Examples of adjustments you may benefit from

There’s no single list that applies to everyone. What’s “reasonable” depends on your needs the setting, and what’s practical for the institution to provide.

Here are some examples of adjustments that often help autistic students:

In class / teaching & learning

• Advance notice of schedule changes or upcoming activities

• Access to slides or notes before class to reduce uncertainty

• Permission to wear noise-cancelling headphones or use earplugs in lessons

• Seating in a quieter or less crowded area

• Option to take part in discussions using chat or written input instead of speaking aloud

• Clear, structured instructions – ideally both spoken and written

• Option to record lessons or use assistive technology (such as speech-to-text or captioning tools) to replay or review information later

Assignments & deadlines

• Help with breaking larger projects into smaller, clearly defined tasks

• Written instructions and marking criteria for all assignments

• Clear deadlines, with reminders or staged check-ins

• Flexibility with group work – for example, alternative solo tasks if group interaction increases stress or anxiety

• Extra time for coursework if processing, planning, or organisation takes longer

• Regular one-to-one check-ins to review progress and expectations

Wider support & environment

• Access to a designated quiet or low-sensory space for breaks or regulation

• Reduced exposure to sensory triggers – for example, flickering lights, loud alarms, or strong smells

• Option to enter/leave lessons slightly earlier to avoid crowded corridors

• A named contact or mentor who helps coordinate communication between you and your tutors

• Staff awareness and autism-informed practice (so difficulties are understood as part of your needs, not behaviour issues)

How to get the adjustments in place – step by step

1. Start early

Speak to your SENDCo (Special Educational Needs and Disabilities Coordinator), Learning Support, or Disability Service as soon as you start.

The earlier you start, the more time they have to understand your needs and arrange support.

2. Gather evidence

You may be asked for documentation showing how autism affects your study — such as a diagnostic report, educational psychologist assessment, or past support plan (EHCP, IEP, or Student Support Plan).

If you’re undiagnosed but have evidence of ongoing challenges, that can still be used while waiting for formal confirmation.

3. Meet with support staff

Explain clearly what’s difficult for you and what might help.

Example: instead of saying “I struggle in class,” try “When there’s background noise or multiple people talking, I find it hard to process what the teacher is saying.”

The more specific you are, the easier it is to agree on helpful adjustments.

4. Get it in writing

Once agreed, ask for a written record – for example, an email, support plan, or reasonable adjustment agreement.

This ensures everyone – you, your tutors, and support teams – know what’s been approved.

5. Review and adapt

If something isn’t working, speak up. Adjustments can be reviewed and updated if your needs change, or when you move to a new course or level.

If adjustments are refused or delayed

• Ask for the reason in writing – institutions must explain if they decide not to approve your request.

• Suggest practical alternatives if your preferred option isn’t possible.

• In colleges and universities, you can use formal complaints or appeals routes if you believe your needs haven’t been met under the Equality Act 2010.

Summary

With the right adjustments, your learning environment can feel calmer, clearer, and more predictable – helping you focus on showing your true ability rather than managing overwhelm.

That’s the goal: removing barriers, not lowering expectations.

You have the right to ask for adjustments that make learning fairer for you.