Empowering students with high autistic traits: Advancing career preparedness and inclusive development in universities

Mohd Syazwan Zainal

doi:10.31893/multiscience.2026205

Keywords:

high autistic traits

university

undergraduate students

career preparedness

Abstract

High autistic traits refer to characteristics commonly linked to autism spectrum conditions, such as challenges in social communication, sensory sensitivities, and a preference for structured routines. These traits vary significantly among individuals. In Malaysia, the true prevalence of autism is often underestimated due to underdiagnosis and misdiagnosis, highlighting the need for focused research and increased awareness. As gateways to future employment, universities play a crucial role in supporting the career preparedness of students with high autistic traits. This study explores how universities contribute to career readiness by examining the lived experiences of students. From a total of 1,344 respondents, four students with high autistic traits participated in semistructured interviews. These individuals were identified through a self-assessment using the Autism Spectrum Quotient (AQ). Semistructured interviews revealed three main themes: a) University as a transition preparation to adult life, b) University as an essential platform for preparing the professional world, and c) The role of academics in career preparation. The findings underscore the critical role of universities in equipping students with high autistic traits for successful and sustainable career pathways. By proactively addressing their distinct academic, social, and professional development needs, universities can cultivate a genuinely inclusive and supportive learning ecosystem. This study advocates for enhanced career support, structured mentorship, targeted skill-building programs, and personalized interventions that actively embrace neurodiversity. Strengthening these initiatives not only benefits students with high autistic traits but also enriches the broader student community, ensuring that all learners—regardless of their neurodivergent characteristics—are empowered to pursue, navigate, and thrive in their chosen career journeys with confidence, resilience, and long-term success.
References
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2. Anderson, C., Butt, C., & Sarsony, C. (2020). Young adults on the autism spectrum and early employment-related experiences: Aspirations and obstacles. Journal of Autism and Developmental Disorders, 51(1), 88–105. https://doi.org/10.1007/s10803-020-04513-4
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12. Hadley, W., & Mapondera, A. (2023). Students with autism transitioning into higher education: A systematic review of literature. Review Journal of Autism and Developmental Disorders. Advance online publication. https://doi.org/10.1007/s40489-023-00413-2
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19. Roberts, K. D. (2010). Topic areas to consider when planning transition from high school to postsecondary education for students with autism spectrum disorders. Focus on Autism and Other Developmental Disabilities, 25(3), 158–162. https://doi.org/10.1177/1088357610371476
20. Scott, M., Falkmer, M., Falkmer, T., & Girdler, S. (2018). Evaluating the effectiveness of an autism-specific workplace tool for employers: A randomised controlled trial. Journal of Autism and Developmental Disorders, 48(10), 3377–3392. https://doi.org/10.1007/s10803-018-3611-0
21. Suzuki, T., Wada, K., Muzembo, B. A., Ngatu, N. R., Yoshii, S., & Ikeda, S. (2020). Autistic and attention deficit/hyperactivity disorder traits are associated with suboptimal performance among Japanese university students. JMA Journal, 3(3), 216–231. https://doi.org/10.31662/jmaj.2020-0001
22. Vincent, J. (2019). It’s the fear of the unknown: Transition from higher education for young autistic adults. Autism, 23(6), 1575–1585. https://doi.org/10.1177/1362361318822498
23. Wolpe, S. M., Johnson, A. R., & Kim, S. (2023). Navigating the transition to adulthood: Insights from caregivers of autistic individuals. Journal of Autism and Developmental Disorders, 55(1), 166–180. https://doi.org/10.1007/s10803-023-06196-z
24. Zainal, M. S., Low, H. M., & Ismail, H. N. (2024). The relationship of learning experience and career self-efficacy among undergraduate students from a public university in Malaysia. Jurnal Pendidikan, 49(1), 84–91. https://doi.org/10.17576/JPEN
25. Zeedyk, S. M., Bolourian, Y., & Blacher, J. (2019). University life with ASD: Faculty knowledge and student needs. Autism, 23(3), 726–736. https://doi.org/10.1177/1362361318774148

This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

How to cite

Zainal, M. S. (2025). Empowering students with high autistic traits: Advancing career preparedness and inclusive development in universities. Multidisciplinary Science Journal, 8(3), 2026205. https://doi.org/10.31893/multiscience.2026205

[1] Anderson, A. H., Stephenson, J., & Carter, M. (2024). A qualitative study of the transition to employment of former university students on the autism spectrum from Australia and New Zealand. International Journal of Developmental Disabilities, 70(3), 365–374. https://doi.org/10.1080/20473869.2022.2091912

[2] Anderson, C., Butt, C., & Sarsony, C. (2020). Young adults on the autism spectrum and early employment-related experiences: Aspirations and obstacles. Journal of Autism and Developmental Disorders, 51(1), 88–105. https://doi.org/10.1007/s10803-020-04513-4

[3] Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. https://doi.org/10.1191/1478088706qp063oa

[4] Brown, J. T., & Wolf, L. (2021). Legal issues and academic accommodations in higher education. In F. R. Volkmar, R. L. Loftin, A. Westphal, & M. R. Woodbury-Smith (Eds.), Handbook of autism spectrum disorder and the law (pp. 359–371). Cham, Switzerland: Palgrave Macmillan (Springer). https://doi.org/10.1007/978-3-030-70913-6_17

[5] Chen, L. J. (2013). Transition needs identification of college students with disabilities in Taiwan. Career Development for Exceptional Individuals, 36(2), 105–113. https://doi.org/10.1177/2165143412451120

[6] Cohen, L., Manion, L., & Morrison, K. (2018). Research methods in education (8th ed.). Routledge.

[7] Creswell, J. W., & Creswell, J. D. (2018). Research design (5th ed.). Sage.

[8] Dean, E. E., Hagiwara, M., Shogren, K. A., Wehmeyer, M. L., & Shrum, J. (2022). Promoting career design in youth and young adults with ASD: A feasibility study. Journal of Autism and Developmental Disorders, 52(6), 2689–2700. https://doi.org/10.1007/s10803-021-05146-x

[9] Fabri, M., Fenton, G., Andrews, P., & Beaton, M. (2022). Experiences of higher education students on the autism spectrum: Stories of low mood and high resilience. International Journal of Disability, Development and Education, 69(4), 1411–1429. https://doi.org/10.1080/1034912X.2020.1767764

[10] Fusar-Poli, L., Ciancio, A., Gabbiadini, A., Meo, V., Patania, F., Rodolico, A., Saitta, G., Vozza, L., Petralia, A., Signorelli, M. S., & Aguglia, E. (2020). Self-reported autistic traits using the AQ: A comparison between individuals with ASD, psychosis, and non-clinical controls. Brain Sciences, 10(5), Article 291. https://doi.org/10.3390/brainsci10050291

[11] Graf, W. D., Miller, G., Epstein, L. G., & Rapin, I. (2017). The autism epidemic: Ethical, legal, and social issues in a developmental spectrum disorder. Neurology, 88(14), 1371–1380. https://doi.org/10.1212/WNL.0000000000003791

[12] Hadley, W., & Mapondera, A. (2023). Students with autism transitioning into higher education: A systematic review of literature. Review Journal of Autism and Developmental Disorders. Advance online publication. https://doi.org/10.1007/s40489-023-00413-2

[13] Hoekstra, R. A., Vinkhuyzen, A. A. E., Wheelwright, S., Bartels, M., Boomsma, D. I., Baron-Cohen, S., Posthuma, D., & Van Der Sluis, S. (2011). The construction and validation of an abridged version of the autism-spectrum quotient (AQ-short). Journal of Autism and Developmental Disorders, 41(5), 589–596. https://doi.org/10.1007/s10803-010-1073-0

[14] Jansen, D., Petry, K., Ceulemans, E., Noens, I., & Baeyens, D. (2017). Functioning and participation problems of students with ASD in higher education: Which reasonable accommodations are effective? European Journal of Special Needs Education, 32(1), 71–88. https://doi.org/10.1080/08856257.2016.1254962

[15] Lucas, R., Cage, E., & James, A. I. (2022). Supporting effective transitions from university to post-graduation for autistic students. Frontiers in Psychology, 12, Article 768429. https://doi.org/10.3389/fpsyg.2021.768429

[16] Low, H. M., Zainal, M. S., Pang, J. C., Ang, Y., & de Vries, M. (2024). Self-reported autistic traits and psychosocial outcomes among university students in Malaysia. Autism, 28(1), 174–186. https://doi.org/10.1177/13623613231167501

[17] Mottron, L., Bouvet, L., Bonnel, A., Samson, F., Burack, J. A., Dawson, M., & Heaton, P. (2013). Veridical mapping in the development of exceptional autistic abilities. Neuroscience & Biobehavioral Reviews, 37(2), 209–228. https://doi.org/10.1016/j.neubiorev.2012.11.016

[18] Nuske, A., Rillotta, F., Bellon, M., & Richdale, A. (2019). Transition to higher education for students with autism: A systematic literature review. Journal of Diversity in Higher Education, 12(3), 280–295. https://doi.org/10.1037/dhe0000108

[19] Roberts, K. D. (2010). Topic areas to consider when planning transition from high school to postsecondary education for students with autism spectrum disorders. Focus on Autism and Other Developmental Disabilities, 25(3), 158–162. https://doi.org/10.1177/1088357610371476

[20] Scott, M., Falkmer, M., Falkmer, T., & Girdler, S. (2018). Evaluating the effectiveness of an autism-specific workplace tool for employers: A randomised controlled trial. Journal of Autism and Developmental Disorders, 48(10), 3377–3392. https://doi.org/10.1007/s10803-018-3611-0

[21] Suzuki, T., Wada, K., Muzembo, B. A., Ngatu, N. R., Yoshii, S., & Ikeda, S. (2020). Autistic and attention deficit/hyperactivity disorder traits are associated with suboptimal performance among Japanese university students. JMA Journal, 3(3), 216–231. https://doi.org/10.31662/jmaj.2020-0001

[22] Vincent, J. (2019). It’s the fear of the unknown: Transition from higher education for young autistic adults. Autism, 23(6), 1575–1585. https://doi.org/10.1177/1362361318822498

[23] Wolpe, S. M., Johnson, A. R., & Kim, S. (2023). Navigating the transition to adulthood: Insights from caregivers of autistic individuals. Journal of Autism and Developmental Disorders, 55(1), 166–180. https://doi.org/10.1007/s10803-023-06196-z

[24] Zainal, M. S., Low, H. M., & Ismail, H. N. (2024). The relationship of learning experience and career self-efficacy among undergraduate students from a public university in Malaysia. Jurnal Pendidikan, 49(1), 84–91. https://doi.org/10.17576/JPEN

[25] Zeedyk, S. M., Bolourian, Y., & Blacher, J. (2019). University life with ASD: Faculty knowledge and student needs. Autism, 23(3), 726–736. https://doi.org/10.1177/1362361318774148

Abstract

References

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