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:

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.

1. Resource 5 – Quick Energy and Capacity Check-in (doc)
2. 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?