Autistic Young Adults’ Experiences of Support and Participation in Postsecondary Education in Greece

Autistic students are increasingly entering postsecondary education, but limited evidence describes how they experience support, participation and everyday learning in Greece. This qualitative study explored autistic young adults’ experiences of postsecondary education in Greece. Semi-structured interviews were conducted with 12 autistic young adults who were enrolled in, or had completed, a postsecondary education programme in Greece. Data were analysed using reflexive thematic analysis. The first author led primary coding and theme development, which were discussed within the research team. The analysis generated four themes: ‘Being Listened To’, ‘Making University Navigable’, ‘Structure That Teaches’ and ‘Quiet Belonging’. Across themes, inclusion was shaped less by formal access than by whether staff, services and peers made university life accessible, predictable and socially manageable. Support was useful when a reliable person or service listened, responded and helped turn difficulties into concrete next steps; teaching became more accessible when task requirements were explicit, instructions concrete and materials organised; and belonging was often experienced when social demands were low, but proximity to others remained possible. The findings highlight the potential value of clearer support pathways, autism-informed staff practices, explicit and organised teaching and lower-pressure forms of participation in Greek postsecondary education. Lay Abstract Many autistic young people enter postsecondary education, but everyday university life can be difficult when support, teaching and social participation are not designed around their needs. In this study, we spoke with 12 autistic adults aged 19–26 who were studying in, or had completed, a postsecondary education programme in Greece. Participants described the importance of having at least one person who listened and helped them identify a concrete next step. Learning was easier when instructions were detailed, examples were concrete and teaching materials were organised and understandable. Many also wanted ‘quiet belonging’: calm spaces and connection with respectful, accepting people without pressure for constant interaction. The findings highlight the potential value of visible support pathways, explicit teaching and lower-pressure forms of participation.