How an autism diagnosis encouraged me to thrive in education

Laur shares how transitioning from an undiagnosed autistic student to receiving an autism diagnosing helped them thrive in education

- Laur Charleston

To commemorate Disability Pride Month, I wanted to touch upon my experiences of transitioning from an undiagnosed Autistic Student to a diagnosed Autistic Student within the UK education system.

Perhaps its cliché to highlight that I had *always* felt different, I knew that I had my differences and often put my struggles to fit in down to shyness or extreme social anxiety. As early as my Nursery years, I could not approach other Children and would simply walk away when I was approached as a possible person to engage in playful activities with. I could not maintain a long-lasting friendship, eye contact, or a conversation, and felt entirely broken, or like a failure of a human being, for having limited friendships and social interactions. I longed to be ‘like everybody else’ even if that meant losing myself in the process. None of that mattered so long as I would be socially accepted and valued.

Upon reflection, I discovered that a selection of my traits were criticised or ridiculed from Teachers themselves, I was commonly met with the phrase “You can’t keep doing things this way” despite it working well for me and being an accommodation of my personal needs. For example, I have fine motor difficulties stemming from Dyspraxia, which means that I cannot grip a pen ‘properly’. The seven years I spent in Primary School were heavily centred around unsuccessful attempts to modify this, with the constant supplying of a rubber pencil grip along with the complete disregard of my neat handwriting abilities.

I was reminded to “just put my hand up” if I was struggling; Unbeknownst to them, I found the concept of 1) Asking for help and 2) Admitting that I was struggling painstakingly difficult. I worried about the possible consequences of asking for extra support, worried that I would be turned away, shouted at, or laughed at. I frequently found myself in situations that involved group work and the weekly expectation to attend my drama class to create a piece to perform in front of the class was my interpretation of a total nightmare.

I didn’t enjoy working with people I was unfamiliar with; I could not communicate with them comfortably or put my ideas forward. The whole process included copious amounts of masking and holding in my stims. I preferred to be reading or writing in complete silence with the absence of communication pressures and pondering over how awkward I appeared to be.

It wasn’t until I had left the Further Education system that I obtained an Autism diagnosis. Although the general experiences of Neurodivergent Students in Secondary School are often negative, I had an enjoyable experience, and found that I only experienced problems when I challenged Teachers with my need for an accommodation. At the age of 14, I was told to ‘man up’ when it came to delivering my first ever public speaking presentation in front of my English class and that ‘this was to be expected in the workplace’. This led to a panic attack in front of my class and a lack of empathy from my Teacher. I gained detentions on numerous occasions for laughing and later found out, within my Autism assessment report, that this is an Autistic trait of mine, a factor I use for additional processing time or when I am feeling anxious and not as a means of causing disruption.

After two years at College studying Animal Care and Management, I was entirely burnt out and a victim of my evolving mental health difficulties – Including an ongoing battle with Anorexia Nervosa. The problems I experienced did not stem from College themselves, more so, my hyper fixations and perfectionism – I always needed to complete assignments first and on the same day that they were given, my workbooks needed to be flawless because I would rip out the page and restart otherwise. I asked my Teachers for extra work, although I was always in front with my assignments, the drive to be the best and to avoid failure ultimately took over and caused me to struggle.

In addition, I struggled to cope with the aspects of transitioning onto my next steps due to the uncertainty, worry, and need to be in control of my future. As it stands, I have experienced a significant lack of support during transitional periods (School to College  College to University – University to work).

Before I started University, I had gained my Autism diagnosis and had post-diagnostic support and a weekly 1-1 support worker to assist me in learning to navigate, and process, my new diagnosis. The confirmation of my disability meant that I could apply for DSA (Disability Support Allowance) to further equip me with support, accommodations, and adjustments throughout my time as an Undergraduate Student. Alongside impeccable support from my Personal Tutor, and other Lecturers, I had been assigned a disability mentor. I also had recording equipment for lectures and extended time on exams, assignments, and library loans to cater for processing time.

The revelation that I am Autistic encouraged me to thrive within education as opposed to previous attempts to ‘cope’ nestled in masking, meltdowns, and subsequent burnout. Not only have I been accommodated, but I have also been surrounded by people who encourage my special interests and who encourage me to seek as many adjustments as possible. Thus, I have found a newfound confidence in actively seeking and requesting the accommodations needed to make my life easier and more manageable.

As I prepare to begin my second Degree in Veterinary Medicine and Surgery, I can walk around comfortably with fidget toys, noise-cancelling earphones, and communication cards with the comfort in knowing that I am wholeheartedly accepted, seen, and valued as an Autistic Student and member of society.

The best pieces of advice I have recently been issued with are:

1. To seek accommodations and to role model positive ways of working.
2. You don’t have to trek into the deepest valley and then slog your way back up to the peak to get the nice view, sometimes, you can take the cable car, or the nice scenic route, chatting with others as you meander uphill – You’ll get there in the end.
   
   

Find out how you can get involved with the Student Minds Blog.

Hello! My name is Laur and I’m an aspiring Vet from the UK. I am keen to share my experiences of Neurodiversity within the education sector to empower others and to encourage positive changes. As somebody who has worked as an Animal Management Teacher within Further Education and as somebody who has navigated the education system as both an undiagnosed and diagnosed autistic individual, I am keen to learn about the ways I can accommodate myself and others. face.

How a diagnosis of Autism aided my mental health

Oscar shares how learning that he’s autistic has impacted on his mental health recovery.

- Oscar Sharples

I started experiencing symptoms of depression around age 11, and for the next eight years, my life was consumed by the difficulties that these diagnoses presented as I grew through my teenage years.  

But the journey to another diagnosis also made a huge difference: learning that I am autistic has been one of the most transformative things in my mental health recovery.

Before this revelation, I collected a long list of other diagnoses that never fully explained what was happening to me. The diagnoses described my symptoms, and I started on medications that have drastically improved my life, but I was always left asking “Why?”. No one could give me any answers as to why I had amassed these disorders, and these diagnoses still didn’t explain a large part of what I was struggling with. I never fully understood what I was going through, I was never able to find a community to relate to, and it felt like every treatment I tried didn’t work the way it was supposed to.   

Then, in a lockdown-motivated deep-dive into researching autism, I found some answers. I finally found an explanation that linked together all the disparate diagnoses and hardships. I was already familiar with autism, and this wasn’t the first time someone had considered that I was autistic. But it was the first time I truly considered it myself and appreciated how being undiagnosed for so long had impacted my mental health. It became clear that years of not understanding how my brain had developed differently was the root of a lot of the struggles I had been experiencing. The overwhelm and fatigue, mutism, anxiety, issues with relationships, and all the maladaptive ways I had learned to cope, finally made sense. Not only that, but I finally had a community of people that I could relate to, and a long list of ways to cope that were actually designed for brains like mine. 

Discussions of mental health recovery are often focused on mindfulness, exercise, and reaching out to friends and family. And for many people that genuinely works! But as someone in the depths of autistic burnout, these didn’t work for me. I was plagued by such deep hopelessness as it felt like everything that should have helped only made my symptoms worse. 

My autism diagnosis gave me a new direction to take. I started taking care of my sensory needs, investing in special interests, and giving myself strict routines. I started forgiving myself for those traits that I had tried so hard to remove from myself only to find that they were just autism and a part of who I am. I was only able to benefit from medication, therapy, and relationships with others once I understood the fact that I was autistic and began to shape my life around my needs.  I was lucky enough to receive a formal autism diagnosis after around a year of knowing that I was autistic but waiting lists vary and can often take longer than this as NHS diagnostic services are overwhelmed and underfunded. By talking more about my challenges and my recent diagnoses, it ignited a cascade of my family and friends becoming aware of neurodiversity and actually being diagnosed with autism and ADHD themselves. 

But, a diagnosis doesn’t always work in our favour - certain mental health services are not equipped to provide the right support to autistic people who struggle with their mental health and are quick to deny us treatment. For these reasons, I don’t believe my diagnosis aided my recovery. It was simply a confirmation (one I was lucky to have) of knowledge that I had already integrated into my life.

I would encourage anyone who believes themselves to be neurodivergent to allow themselves to be free of expectations of what recovery looks like. It’s okay if certain coping skills, treatments, or therapies don't work for you and we are constantly growing as a society to find inclusive neurodivergent-friendly alternatives to the mainstream therapies. Whether a medical diagnosis is accessible to you right now, or not, there are options:  there is a community for you, and it’s okay if recovery looks different to how you, or others, expect.

Whether you are looking for support for your own mental health at university or supporting a friend, help is available.

My name is Oscar, I’m a second-year undergraduate studying sociology and social anthropology, as well as a youth voice advocate and campaigner. I am passionate about empowering marginalised people, specifically neurodivergent people and those diagnosed with a mental illness. I also create art in my free time! 

Let's Talk About It: Opening Up About Mental Health

In light of University Mental Health Day, Sam shares her tips for opening up about your mental health and discusses the importance of seeking help and building a support network.

- Samantha Buss

University Mental Health day is an important day that brings attention to the mental health challenges that students face while pursuing their academic and personal goals. It is an opportunity to highlight the importance of looking after our mental health and well-being every day, and to encourage individuals to open up about their struggles and seek help when needed. 

 As a neurodiverse student, I understand firsthand how mental health challenges can be unique and complex. Recently, I was told I'm autistic, which has allowed me to understand myself better and the difficulties I have faced. I have come to realise that what works for others may not work for me… and that's okay! Our challenges are unique to each individual and, although it takes time, it's worth spending quality time to find out what works for us best.  

While seeking professional help and support is a positive step towards better well-being,  it's also essential to build a support network and surround ourselves with helpful, empathetic people who can sustain these positive feelings: encouraging us and providing a safe space for sharing our experiences. 

It can be challenging to open up about our mental health struggles but open discussions are essential in understanding ourselves and allowing others to support us better.  

Recently, I had the opportunity to open up about my journey with anorexia at university as a part of my university's "Let's Talk Campaign" for Eating Disorders Awareness Week. It was a scary but rewarding experience. I had only shared my struggles with a limited number of people, and I never imagined that I would have the confidence to be so open! However, the positive feedback I received from friends and members of staff showed me that sharing my experiences was worth it and will help others.

The most important thing to remember is that we have to be kind to ourselves and regularly practise self-care. Self-care can look different for everyone and can include activities such as meditation, exercise, crafts, reading, or spending time with loved ones. For me, yoga and ice skating have become my sources of happiness and relaxation.  University Mental Health Day reminds us of the importance of prioritising our mental health and seeking help and support when needed. It is essential to open up about our struggles and surround ourselves with a supportive community that uplifts us. Let us use this day to take a step towards better mental health and well-being.

Whether you are looking for support for your own mental health at university or supporting a friend, help is available.

My name is Sam (she/her) and I'm an MSc student in Psychology (Conversion) with a UG in Modern Languages (French and Spanish). During my time at university, I struggled with my well-being, especially with my eating disorder. However, I found that open discussions have helped my well-being and empowered others to share their experiences. I hope that sharing my story will help others who are going through similar challenges.

Professional Communication Can Feel Inherently Neurotypical: What an Autistic Graduate Wants You to Know About Zoom Calls

Alyssa-Caroline shares her experience with autism, ADHD, and inaccessibility in professional communication.

- Alyssa-Caroline

“Can you just hop on a quick call?”

“Let’s discuss it over the phone— let me know when you’re free for a chat!” 

These phrases bug me in a way that many people will never understand. I’m sure that’s because, for many neurotypical people, the worst thing about a quick phone or Zoom call is likely a minor annoyance. 

But, for a neurodivergent person like me, there is nothing quick or casual about verbal, aural professional communication— especially when that communication rarely accompanies (or even offers) the support of notes or handouts. 

Here’s why: as someone who lives with both autism and ADHD, a conversation that is exclusively verbal and aural— whether it’s in person or over the phone— raises a lot of issues that I feel forced to contend with on the fly. 

From the autistic side of things, I feel pressured to intuit, identify, and respond to social cues in a very short frame of time which decimates my ability to really process or think through anything that’s being said. As a female autistic person, I often feel such social pressure to be seen as nice, pleasant, and agreeable that it sometimes seems necessary to keep up this impression regardless of my feelings, the reality of the situation, or even the way I actually want to respond.

“It won’t take long - promise!”

And because living with ADHD impacts my impulse control, my relationship with anxiety, and my desire to quickly contribute to conversations, all of these things can create a perfect storm in verbal conversations. 

In practice, this often leads me to agree more quickly than I should for the sake of people-pleasing. And although I should say I need time to process, think through the information being presented, and consider the response I actually want and need to give, this rarely feels accessible - or possible - in the moment. 

When I ask if I can have a minute to think or indicate that I need this conversation to be an email rather than a phone call, my requests are always met with a great deal of surprise and hesitation— especially in the professional sphere. 

“But if you explained how you feel…”

Explaining that I am autistic and have ADHD rarely helps. In my own professional experience, most employers are keen to present a pretence of neurodivergent acceptance, but this is rarely reflected in their policies. And, for me, this has never been more apparent than when it comes to communication. In my experience, it seems that neurotypical brains are so thoroughly accepted as the default that no one considers that Zoom calls may be challenging. 

No one seems to consider the fact that you may feel so anxious, you need to emotionally and psychologically brace yourself for a phone call. Nor do others consider that some forms of professional communication can feel neurologically inaccessible to the point of being isolating for their colleagues. 

In my experience, these differences are so rarely considered that they are unlikely to be reflected in a company’s policies on communication or inclusion. And asking for support with this struggle is rarely accommodated or even taken seriously. 

“It’s only a quick call though…”

As a result, I’ve often gritted my teeth and forced myself to put up with the traditional standard of professional communication without complaint. I’ve made myself struggle through it because, sometimes, it’s easier than asking for support and being met with derision and an uphill fight. But, the more I reflect on that experience, the more I feel like I shouldn’t have to. When I talk with other neurodivergent people, our conversations reveal that my struggle is actually quite a common experience for people whose brains work like mine. And yet this experience is rarely reflected in mainstream professional discourse about accessibility. 

So, that’s why I think it’s important to write candidly about how I feel. To make it clear that this lack of accommodation is actively harmful to neurodivergent professionals. But I also want to move forward in a positive way by outlining some steps that would be helpful and make me feel seen and included. Because, the truth is, although my preferred communication may be different from the norm, it’s not actually difficult to implement in the workplace and it would go a long way toward making neurodivergent employees feel included. 

So, here are some positive steps that employers, lecturers, and other professionals can take to accommodate neurodivergent people: 

Make written communication an option

I understand that, for many neurotypical people, a verbal conversation may seem faster and more convenient. But recognising that this is not true for your neurodivergent colleagues is important in helping them to feel included and do their best work. 

So, make written communication an option by asking something simple like, “Hey, can we chat about ___? Would you prefer to email or hop on a call?” This question is a subtle and inclusive signal to people like me that we can communicate in an accessible way without having to fight the battle of asking for that communication. 

You can also be inclusive by automatically providing written handouts, meeting notes, or transcripts of important calls and meetings. If these resources are automatically provided, neurodivergent colleagues can benefit from them, retain important information, and be spared the anxiety of asking for accessibility. 

Be mindful of different processing systems 

One of my favourite ways to explain autism is to tell people that my brain essentially runs on a different processing system, similar to the difference between iPhones and Androids. 

Both are still phones but operate differently, they are ‘wired up’ in a different way. Both work efficiently and have their own special quirks. We embrace both as helpful - even vital, in 2023, to how society operates. They’re just different. 

Raising awareness about different processing systems is one great way to help people be more mindful of the accommodations needed by neurodivergent professionals. In my personal experience, people often have no idea that certain types of communication can feel difficult or stressful for me. 

No one can help when they aren’t aware that something is a problem. And that’s why I think raising awareness is so important. So, start by looking for— and sharing— resources from mental health organisations like Student Minds! Really listening to autistic people who share their experiences and advocate for themselves is also really helpful. 

These are both great ways to connect with the needs of real neurodivergent people who are. Trying to actively communicate their needs. And as those needs become more commonly acknowledged and accepted by neurotypical professionals, we can begin to see accessible accommodations reflected in policies that deal with communication and accessibility. 

We know that supporting a friend with their mental health isn’t always easy. Student Minds is here to help - read our Look After Your Mate guidance.

Alyssa is a member of the Student Minds Editorial Team and a PhD student at the University of Southampton studying the representation of female serial killers in horror cinema. As a neurodivergent academic living with autism and ADHD, she often writes about her experiences to shed light on the reality of struggling with mental health as a PhD student. 

A Journey to Diagnosis

Daisy speaks about her experiences of mental illness at university and eventual diagnosis of autism.

-Daisy Shearer

I’ve suffered from anxiety for as long as I remember but it all came to a fore when I turned 16. With GCSEs over and done with, I started the transition into 6th form and struggled socially. Constantly self-criticising and feeling as if I did not fit in meant that I spiralled into a depression. At this point my body decided to manifest my stress in the form of shingles, giving me a good excuse to not attend school… for 10 weeks. This didn’t help me face my social anxiety and exacerbated my depression. 

I scraped through A-levels and miraculously got offered a place on the physics BSc course at my first choice of University. I had applied for the MPhys course and was on the fence about whether I should take up my place as I had started to doubt whether I was cut out to be a scientist. I decided to go for it.

Moving away from home was hard. I had to learn to look after myself and no longer had the comfort of the routine I was accustomed to back home. My depression worsened and by the end of first year I was considering dropping out. Luckily one of my friends took me to the university counselling service. Although I didn’t realise it, I had become depressed and wasn’t looking after myself properly. I needed a helping hand from somebody who wasn’t in my head to acknowledge that I needed help. I was offered 6 sessions but didn’t go to all of them as, at the time, my anxiety often prevented me from leaving my room. At the end of second year I got the grades to transfer onto the MPhys which I had originally applied to; I began to think that I could be a scientist after all. 

The MPhys included a year-long placement in industry and I chose a placement close to my family home. With another big change my depression got a lot worse, but this time my family was immediately around me for support. My mum accompanied me to the GP where I was prescribed antidepressants and referred to a psychiatrist. At last I was diagnosed: I had generalised anxiety, recurrent depression and mild OCD symptoms. 7 months later, I was diagnosed with Autism Spectrum Disorder. 

I applied for Disabled Students Allowance for my final semester and got examination adjustments plus a specialist mentor. My mood began to stabilise, and I developed techniques to manage what I now recognised as sensory overload. The adjustments made a huge difference to my results and in July 2018 I graduated from my MPhys with first-class honours! I was also offered a PhD project at Surrey. Now I’m a PhD student I have psychodynamic therapy fortnightly and prioritise my mental wellbeing. I’m more confident, self-assured and have fewer invasive thoughts as time goes on.

So, what should you do if you find things aren’t going to plan and you feel helpless?

• Take opportunities that come your way 

• Seek help if you can

• If you can’t bring yourself to access support services, ask a friend to accompany you, or seek out online counselling

• Never give up! Managing mental health conditions can be an uphill battle and takes time

• Build a support system- this can be family, friends, mental health professionals etc.

• Use online resources like Student Minds- read other people’s stories and explore what support is available.

For more information and advice on finding support, click here. 

Hi, I'm Daisy. I'm a first year PhD student in physics studying quantum technologies and spintronics. I graduated with an MPhys from the University of Surrey in 2018. I've suffered with anxiety and depression for many years and was recently diagnosed with autism. I wanted to share my experience on the Student Minds blog to help raise awareness about the support available to students.

I'm always happy to help discuss mental health as well as accessibility, equality & diversity so feel free to get in contact with me @DaisyShearer on Twitter or @notesfromthephysicslab on Instagram

My Experiences of University as an Autistic Student

Niraj writes about the challenges of being at university with autism, and gives advice on settling in, making friends, getting involved, and finding support. 

Niraj

As someone diagnosed with autism, I have faced many challenges at university. However, I have learnt from my experiences and made a lot of good memories. Here, I give my advice on managing four areas of University life as an autistic student.

1) Living Out and Settling In

A good proportion of autistic students aren’t fond of change. Therefore, the prospect of having to live out and be away from their parents can seem extremely nerve racking. Even if you are living at home and commuting, there is still a lot of things you have to adapt to. Luckily, my university allowed me to arrive 2 days early which allowed me to adapt and settle in before things got busy with Arrivals Weekend. However, it can take time to settle in to university life, and you will make mistakes initially– this is completely normal and nothing to be ashamed of, and one thing I always advise to any upcoming fresher is to give this process time. You will learn from your experiences and mistakes as you begin to settle in, which will help your personal development. 

One thing I would also highly recommend is to visit the university beforehand, so that you can get a feel for the environment and the surroundings. I visited the university twice before I started, and it certainly made things easier when I moved in. 

2)     Making Friends

Before university, I had massive doubts over whether I would be able to make friends due to my autism. However, despite my worries I went to university with an open mind and ensured that I made an active attempt to meet people and initiate conversations. And that worked extremely well for me! On my very first day at university I met someone from my course who also moved in early, and we are still really close friends today. This put me immediately at ease, and after meeting lots of people I quickly came to realise that everyone you meet is very understanding of autism so I didn’t need to worry about whether I would make friends just because I had autism! The advice I would specifically give to autistic students is to just be yourself, and don’t try and change your personality just to “fit in”; if you be true to who you are and give yourself opportunities to meet people, you will make real friends that accept you for who you are!

3) Extracurricular Activities and Getting Out of My Comfort Zone

University can throw many challenges for students with autism, but at the same time it also offers a lot of highly rewarding opportunities to get out of your comfort zone and grow as a person. Whilst at university I have joined several societies, including the Hindu Society, Krishna Consciousness Society, Badminton Society, which have allowed me to try new things and gain new perspectives. I have also been fortunate enough to have taken 3 different society committee positions and volunteered in India, all of which have allowed me to develop many soft skills and expand my comfort zone. My advice to autistic students would be to keep an open mind and take every challenge that comes your way as an opportunity to engage, enjoy and thrive at university. Getting out of your comfort zone can be challenging but the rewards are certainly worth it.

4) Specific Support Available for Students with Disabilities

There is lots of support that is available at university for autistic students. Before fresher’s week, I visited the Disability Services support team at my university and they were extremely helpful in ensuring that arrangements were put in place to guide my transition into university, such as allowing me to arrive 2 days early. Throughout university, they have always been easily approachable whenever I have needed something.

It is completely up to you whether you want to disclose your autism to your university. But if you do, you can be assured that it is against the law to be discriminated against due to your autism. Furthermore, it is worth noting that the university wants you to do well, and they are willing to help in any way they can.

Remember that autistic people have unique qualities that enable them to thrive and succeed at university. Good Luck!

For more advice on looking after your mental wellbeing at university, click here. 

Hi, I'm Niraj! I am a third year student from the University of Warwick studying Maths, Operational Research, Statistics and Economics. Having suffered from anxiety issues whilst at university, I know about the various mental health issues that university students face, and how tough it can be. I therefore want to raise awareness on different aspects of mental health and wellbeing, and help as many people as I can by sharing my own experiences.

How to Succeed at University with Autism

Eloise writes about the challenges of being at university with autism, and gives her advice on managing change, disclosure and making friends.

- Eloise Stark 

Approximately 3% of students in higher education are autistic. I am one of them, and have successfully navigated my way to a PhD - although not without challenges. Here, I share my advice for how to succeed at university when you are autistic. 

Change

Change is really hard for autistic students. Going to a new and unfamiliar city can be terribly daunting. Before I came to Oxford to study, I visited many times so that I became familiar with the city and the layout of the colleges, libraries, and departments. If it’s too far for you to travel, you can use Google Maps to navigate the city and work out routes between key places (accommodation, your department, the sports centre etc.) 

Give yourself credit for the extra energy expended while getting used to change. Take more rest breaks, and try not to do too much in one go. I find that change makes me a lot more anxious, so I compensate for that by spending more time in places where I can relax. 

Disclosure

A big question mark hangs over the decision to disclose your autism to the university, tutors, and friends. Many people who have not disclosed their autism express fear about the possibility of stigma or discrimination. Whilst this is a really valid fear, it is important to remember that the Equality Act (2010) asserts that it is unlawful for an educational institution to discriminate against anyone with autism, and you can complain if you feel you have been discriminated against. 

Declaring your autism to the university can open avenues to support. For example, you may be eligible for a specialist mentor provided by Disability Students’ Allowance (DSA). I have a mentor, and it helps to be able to chat to someone regularly about my course and experience of studying. You can also get specialist equipment from the DSA, such as mind-mapping software or a laptop. 

Disclosing your autism to friends is a personal decision, and you should never feel obliged to do anything that you’re not fully comfortable with. I prefer to get to know someone really well before I choose to tell them. The advantage of telling friends is that they can look out for you if you are in a situation that you find difficult, such as a party or a group seminar. 

Safe space on campus 

If you find the hubbub of campus stressful, you can always approach your university to ask them to provide a “safe space” for when anxiety is high and you need a low-stimulation environment to relax in. You might prefer to go to the library, or you may choose to ask for somewhere specific to be designated. Your university is obliged to make “reasonable adjustments” for students with disabilities. 

Making friends

Making friends is nerve-wracking for every student, including autistic students. My advice would be to join societies and sports clubs, to meet like-minded people. I’m a member of the Oxford University Walking Club, the Origami Society, and I also enjoy rowing, which allows me to socialise but in a more structured way. Don’t worry if you don’t click with the people living nearby – you will have plenty more opportunities to make friends, including with the people on your course. 

It is also important to remember that lots of students don’t like drinking alcohol or going on alcohol-fuelled nights out. For autistic students, the noise and bright flashing lights of a club can send us into sensory overload. If the people you live with are into this kind of thing, don’t feel pressure to join in if you don’t want to. 

See the positives

Many autistic students excel at university. Our focus, ability to spend hours working on things we find interesting, and attention to detail make us great scholars. Allow yourself to thrive and flourish. Celebrate every tiny victory. Find your “tribe” – like-minded others who you get on with. And most importantly, if things aren’t going so well, please reach out for help because there is always a way around a problem. Good luck! 

Hi, my name is Eloise and I am a second year PhD student at Oxford University, studying at the intersection between Neuroscience and Psychiatry. I am passionate about mental health, reducing stigma and increasing empathy for people experiencing distress. 

Twitter: @eloiseastark / @HedoniaResearch 

Finding Myself

Ben shares his experiences before and after being diagnosed with Autism and how he coped with it. 

- Ben

To introduce myself; I am Ben Tipton. I live in Shrewsbury, England and I’m a primary education student who’s aspiring to be a teacher, and I have Autism. My journey before and after being diagnosed with Autism was far from easy, or what I would have wanted. So, this post will explain my journey up until my diagnosis and what has changed since then.

From the age of about 5 or 6, my parents knew I was different in how I thought and behaved. I was naughtier than what was expected and a lot more hyper your standard 6-year-old child. Throughout my primary school I was bullied for acting differently and I was incredibly sensitive to little comments other kids made.

Numerous doctors appointments followed this, and I remember not really knowing what was going on. 

When I turned 11 suddenly my sleeping changed. I had constant nightmares and I developed insomnia. I was also bullied in secondary school and this got severely worse too. However, despite the counselling, both in and out of school, a diagnosis never ever came. 

At the age of 16, I had a huge panic attack before an AS level exam and ended up having a week off from college. This resulted in a psychiatric assessment and it was then that I was diagnosed with Social Anxiety. There was more counselling yet again, but I never ever improved, and this made life at home severely difficult as my family didn’t think I was trying to get better! However, I can assure you all, I really was! 

Finally, after further years of counselling with no improvement in my mental health plus a suicide attempt, I reached out for support. I spoke to my best friend, my grandad, who is my hero, and my sister and they recommended that I got tested for Autism! I was 19 years old at the time and my sister accompanied me to the doctors on July 17th 2014 (I will always remember that day). At that visit I was told that it could take up to a year to be diagnosed! A YEAR TO BE DIAGNOSED WAS, AND STILL IS A DISGRACE!! So as a result, my parents went private and I was finally diagnosed on the 16th of August! 

That was the day that my life changed for the good! I became me, the man who had aspirations and no longer had to worry about things when he wasn’t making improvements in the way he acted!

I became happier over night, I became more confident after a few months and began to accept who I was, and ultimately why being Autistic makes me different in so many positive ways! I can confidently say that I am proud to be Autistic! 

In addition to this, I am proud to be studying to be a teacher while also working as a teaching assistant at a primary school. I truly do love my job which is the dream job for this stage of my career. 

I can only thank everyone for the support in my journey up until this point and I genuinely look forward to blogging for this brilliant charity, Student Minds! I also have my own blog which is called The Autistic Referee so if you get a chance, check it out too! 

Until next time,

Ben.

I am an aspiring Primary School Teacher based in Shropshire, England. I was diagnosed with Autism in 2014 at 19 years of age and since then my journey to being a teacher started. I am a huge sports fan and a firm believer in exercise helping mental health and improving self esteem. I am passionate about everyone recognising their own individual talents.