Part 3: Practical Strategies for Thriving
📃 Section Overview
In this section, you will find information about:
- Study approaches you can experiment with that work with your brain
- How to build relationships and community at university
- Looking after your health and wellbeing
Now that you understand university systems and how to navigate them, it's time to focus on the practical strategies that will help you not just survive, but thrive at university. This section is about working with your autistic brain, building meaningful connections, and creating the conditions where you can do your best work.
🔎 Research Tip
As one autistic student noted: "I'm quite proud of still making it through with a decent GPA. I was a single parent... I had no money, no resources, it was a pandemic and I still finished with two thesis high D, HDs, and a 6.0 GPA. I'm really proud of that" (Tan et al., 2024, p. 1350).
Study approaches that work with your brain
Study environments and sensory considerations
Creating the right environment for learning can make an enormous difference to your ability to focus and process information.
Designing your optimal study space:
Research shows that many autistic students perform better when they have control over their environment (Gibbs et al., 2024). While your study environment is not always something you are able to control, here are some ways you might be able to adjust it, or request adjustment to create more sensory-affirming spaces. Consider:
|
Sensory factors |
Location options |
|---|---|
|
Lighting: Natural light, adjustable lamps, or specific lighting that doesn't cause strain Sound: Noise-cancelling headphones, white noise, music, or complete silence Temperature: Dress in layers or choose study locations where you can control the temperature Texture: Comfortable seating, fidget tools, or familiar objects that help you focus Visual environment: Minimal clutter, organised materials, or visual supports like charts |
Home study: Complete control over environment, familiar surroundings, access to your own food and facilities Library quiet zones: Structured environment, minimal social interaction, access to resources Small study rooms: Control over space while still being on campus Outdoor spaces: Fresh air and natural environment if weather permits Disability support centres: Often have quiet, low-stimulation study areas specifically designed for students with different needs |
Time management and organisation systems
University requires you to do more self-directed learning with less scaffolding from teachers compared to the school environment. This can actually work well for autistic students who thrive with clear systems and routines.
💡 Reflection Question
Do you have systems or approaches in other parts of your life that might help at university? Are there things you’ve tried before that work, or don’t work?
Creating visual planning systems
Many autistic students benefit from visual organisational tools that make deadlines and commitments concrete and visible.
💡 Suggestion
Here are some ideas for planning systems…
Semester overview planning:
- Create a large wall calendar showing all major deadlines and commitments, or use an online calendar that syncs across your different devices
- Create recurring events for weekly classes, study and reading time, or commitments to build routine
- Use colour coding for different subjects or types of tasks
- Include personal commitments, work, and social activities alongside study
- Mark important dates like census dates, exam periods, assessment deadlines, and semester breaks
Weekly planning:
- Use a weekly planner that shows your actual timetable alongside study time
- Block out time for specific activities (lectures, study, meals, exercise, rest)
- Build in buffer time between commitments and include travel time
- Schedule regular review times to update and adjust your plans
Breaking down large tasks
One of the most common challenges for autistic students is getting started on large assignments.
🔎 Research Tip
Research shows this affects many students: "starting is always like the hardest point. Once I get on a roll, I can smash out a big chunk and in like a day" (Gibbs et al., 2024, p. 2676).
Strategies you could try include:- Collating and reading what you'll need to complete the assignment (e.g. assignment instructions, marking rubric, journal articles, weekly readings) – if you aren’t sure about something or need to clarify instructions, ask questions early!
- Break assignments into 5-7 smaller, specific tasks – you can use online productivity tools like goblin.tools to help you with this
- Set up your document with your name, student ID, and headings for each section for written assignments to create structure and reduce ‘blank page’ anxiety
- Set deadlines for each component, not just the final submission
- Start with tasks you find most interesting or manageable
- Use timers to work in focused bursts with regular breaks
- Celebrate completing each stage
Managing energy and capacity
Understanding your own patterns of energy and focus can help you plan more effectively:
- Notice when you're most alert and schedule demanding tasks for these times
- Recognise signs that you're becoming overwhelmed before you reach crisis point
- Plan recovery time after particularly demanding periods
- Use your strongest focus times for your most important work
Remember that looking after your body and brain comes first. When we take care of ourselves, our energy and focus for study will improve.
Many autistic people can find it a challenge to describe their emotions or physical feelings – this is called alexithymia. Sometimes, we’re not sure why we are feeling ‘off’, where our anxiety might be coming from, or why our energy is low.
We can also forget about making sure we are drinking enough water, eating nourishing food, going to the bathroom, sitting comfortably, and staying warm or cool enough when we are hyper-focused or when our executive functioning is low. This can impact our ability to do our best work at university.
Resource 5: Quick Energy and Capacity Check-in📝
The Quick Energy and Capacity Check-in resource includes some easy questions to ask yourself to help you understand your energy levels, and how you might be able to make yourself more comfortable.
You can use this when you’re feeling ‘off’, or even before you start an assignment or study session to help look after yourself. You can print this out and stick it above your desk as a reminder.
- Download: Resource 5 – Quick Energy and Capacity Check-in [Word format]
- Download: Resource 5 – Quick Energy and Capacity Check-in (pdf)
Note-taking
Different brains process information differently, and finding the right approach for you can transform your learning experience.
Experiment with different ways of capturing and reviewing information:
- Audio recording: Record lectures (with permission) to review at your own pace
- Visual notes: Use diagrams, mind maps, or flowcharts to represent relationships between ideas
- Digital tools: Apps like Notion, Obsidian, Craft, or OneNote that let you link and search information
- Physical writing: Some people process better when writing by hand
- Video resources: Supplement lectures with online videos that explain concepts differently
Processing time considerations
Many autistic people need more time to process complex information, but this can actually lead to deeper understanding. Here are some tips:
- Read materials before lectures when possible
- Review lecture recordings at slower speeds or with pauses
- Ask for clarification immediately rather than hoping things will become clear later
- Use office hours or consultation times with teaching staff
- Form study groups with people who complement your learning style
- Find additional online resources on course content to use as a primer before your lectures or classes
Leveraging your autistic strengths
Your autistic brain has qualities that can enhance your university learning. The key is recognising these strengths and building your study approaches around them.
Remember: the best kind of study skills and techniques are the ones that work for you. They might not be the first ones you try, and you might need to experiment!
🔎 Research Tip
One student explained: "I am a good student, not despite the fact that I'm autistic, it's because I'm autistic. The hyperfocus and just the attention to detail, organisational skills, these things make me a good student" (Tan et al., 2024, via ADCET, 2024).
Possible strength 1: hyperfocus and deep interest
Many autistic students describe the ability to become completely absorbed in topics that fascinate them. This is called hyperfocus and may be something you have experienced. In fact, the degree you are studying might just be that area of hyperfocus we are talking about!
However, being interested in the topic of your degree does not mean you will be interested in all of the compulsory units that are a part of it. Here are some tips to help you find the interesting parts of content where possible, and draw on your hyperfocus to be super productive and get things done!
How to use this strength:
- Choose elective subjects that genuinely interest you when possible
- Find ways to connect assignments to your special interests or passions
- Use your ability to go deep as an advantage in research projects
- Set up your study environment to minimise interruptions when you're in flow
Possible strength 2: Attention to detail and systematic thinking
Your ability to notice patterns, remember specifics, and approach problems systematically can be invaluable in academic work.
How to use this strength:
- Consider enrolling in in subjects requiring precision (sciences, mathematics, language learning, visual arts, research methods)
- Use your eye for detail in editing and proofreading your work
- Create comprehensive reference systems and note-taking methods
- Develop templates and checklists for complex assignments
Possible strength 3: direct and honest communication
Your tendency to say what you mean clearly and honestly can be refreshing in academic discussions and presentations.
How to use this strength:
- Contribute unique perspectives in tutorials and seminars
- Ask clarifying questions that others might be too polite to ask
- Provide genuine, constructive feedback in peer review activities
- Build reputation for reliability and authenticity
💡 Reflection Question
Think back to your autistic strengths: how can you apply these in your learning?
Building authentic relationships and community
University can feel isolating, but there are many opportunities to build meaningful connections with people who share your interests and values.
Communication strategies that work for you
Rather than trying to fit into neurotypical communication styles, focus on developing your authentic communication while building skills for different contexts.
💡 Suggestion
Think about playing to your communication strengths:
- Use your directness as an advantage in academic discussions
- Ask the clarifying questions others might be thinking but not voicing
- Contribute unique perspectives based on your experiences and interests
Be the person who remembers important details others might forget
Managing challenging situations
Research shows that communication difficulties between autistic and non-autistic people often go both ways – this is called the "double empathy problem." It's not that autistic people are bad at communicating; it's that autistic and non-autistic people have different communication styles that don't always match up well.
Understanding this can help you:
- Recognise when communication breakdowns aren't your fault
- Develop strategies for communicating with non-autistic staff and students
- Find people who "get" your communication style
- Advocate for your communication needs
Here are some tips for managing some situations that might come up during your studies.
|
In tutorials/classes… |
With teaching staff… |
In group work situations… |
|---|---|---|
|
Prepare a few relevant comments or questions beforehand Use notes to organise your thoughts before speaking Know that it's okay to take time to think before responding Remember that not everyone needs to contribute to every discussion in every class Sometimes you will get questions and topics in advance – you can prepare for these, but sometimes the conversation will stray from the planned agenda |
Email can be an excellent way to ask questions and get clarification Use consultation hours when you need more detailed explanations Be specific about the support that you need, referring to your learning access plan or functional capacity (see the section on ‘Self-advocacy’) |
Suggest clear task division based on everyone's strengths Ask for written records of decisions and deadlines Communicate your preferred working style early in the process Use collaborative online tools that make communication more structured If others aren't contributing, reach out to teaching staff early and ask for support |
Finding your academic community
University is about more than just classes – it's about finding your intellectual and social community!
💡 Suggestion
Look for people who share your passions. You can find them through:
- Academic societies related to your field of study
- Clubs focused on your special interests or hobbies
- Research groups or labs where you can contribute to meaningful projects
- Online communities related to your studies
Connecting with other neurodivergent students can also provide mutual understanding and support. Consider joining:
- Neurodiversity or disability advocacy groups
- Study groups specifically for students with different learning styles
- Peer mentoring programs
- Online forums and social media groups
Quality over quantity
A growing area of research establishes that autistic people often prefer fewer, deeper relationships rather than large social networks. Focus on building a few meaningful connections rather than trying to be social with everyone.
Working with lecturers and tutors
Building positive relationships with teaching staff can significantly enhance your university experience and academic outcomes.
🔎 Research Tip
Research with autistic students (Gibbs et al., 2024) found they particularly valued staff who:
- Knew them individually beyond just their name
- Were consistent in their teaching and expectations
- Were respectful of the student-staff relationship
- Understood different learning needs
Strategies for building these relationships
- Attend consultation hours with teaching staff when you have genuine questions or need clarification
- Though it is often hard to articulate exactly what you are struggling with, teaching staff will find it easier to support you if you are specific about what you're finding difficult with rather than saying you "don't understand"
- Show appreciation for helpful explanations or support
- Follow up on advice or suggestions they provide
- Maintain professional boundaries while being authentic about your learning needs. Teaching staff may feel uncomfortable if you share extensive details about your personal life, as you may feel uncomfortable talking about them. Try to keep your conversations focused on your learning.
Wellbeing and self-regulation
University can be demanding, and maintaining your wellbeing is essential for long-term success.
Managing overwhelm and preventing burnout
Recognising your early warning signs and having strategies in place can prevent minor stress from becoming major problems.
|
Early warning signs |
Burnout prevention strategies |
Recovery strategies |
|---|---|---|
|
Difficulty concentrating or making decisions Increased sensory sensitivity Changes in sleep or eating patterns Feeling more irritable or emotional than usual Physical symptoms like headaches or fatigue Withdrawing from social contact |
Build regular breaks and downtime into your schedule Maintain routines that support your wellbeing Monitor your workload and adjust expectations when necessary Stay connected with support networks Practice self-compassion when things don't go according to plan |
Have a "crisis plan" prepared for when you're overwhelmed Know who you can contact for support (friends, family, counselling services) Identify activities that help you recover (rest, special interests, sensory regulation) Consider reducing your study load to part time temporarily if needed Use university counselling services or other professional support |
Sensory regulation strategies
Managing sensory input is crucial for maintaining focus and preventing overwhelm.
|
Sensory breaks |
Sensory toolkit |
Managing sensory overwhelm |
|---|---|---|
|
Schedule regular breaks in low-stimulation environments Use techniques like deep breathing or progressive muscle relaxation Engage with preferred sensory experiences (music, textures, movement) Step outside for fresh air and natural light when possible |
Noise-cancelling headphones or earplugs Sunglasses for bright lights Fidget tools or stress balls Comfortable clothing layers Snacks and water bottle Essential oils or other preferred scents |
Arrive to classes early to choose optimal seating Use movement breaks between classes Identify quiet routes around campus Have backup plans for when spaces are too overwhelming Consider online options for particularly challenging environments |
Maintaining connections with existing support networks
University is a time of change, but maintaining important relationships and support systems provides stability.
|
Family and friends |
Healthcare providers |
Online communities |
|---|---|---|
|
Communicate about how university is affecting you and what support you need Be specific about how people can help (practical support, emotional support, space) Share your successes and challenges so people understand your experience Maintain regular contact even when you're busy with studies |
Keep regular appointments with GPs, psychiatrists, psychologists, or other providers Inform them about university-related stressors or changes in your life Ask about strategies for managing academic stress Ensure you have ongoing access to any medications or treatments you need |
Stay connected with autistic communities that provide understanding and support Share your university experiences to help other autistic students Seek advice from others who have navigated similar challenges Contribute your knowledge and experience to support others |
Putting it all together
Thriving at university isn't about being perfect or never struggling. It's about understanding yourself, using your strengths, getting support when you need it, and building a life that works for you.
Remember that success looks different for everyone. For some autistic students, it might mean graduating with top grades and pursuing postgraduate research. For others, it might mean completing a degree part-time while managing other life commitments. Some might change directions multiple times before finding their path. All of these journeys are valid.
What matters is that you're working toward goals that are meaningful to you, in ways that respect your neurotype and support your wellbeing. University can be a place where you discover your passions, develop your talents, build lifelong relationships, and contribute to knowledge and society in ways that matter to you.
Your journey through university is an achievement worth celebrating, whatever form it takes.