How can higher education staff-related policy, processes and services be made more inclusive of those on the autistic spectrum?

This blog was kindly authored by Dr Steve Briggs, Director of Learning, Teaching and Libraries, University of Bedfordshire.

Today is World Autism Awareness Day, and so I was motivated to write this article to encourage reflection on how higher education institutions can support staff on the autistic spectrum.

Globally, nearly 1 in 7 people live with a mental health condition. In England, this number increases to 1 in 4 people and, following the pandemic, demand for mental health services and support has risen. Universities UK have called for universities to make mental health and well-being for students and university staff a strategic priority. This is reflected in over 100 universities having signed up to the University Mental Health Charter. However, less than a fifth have secured an award to date. There is therefore still much work to be done.

Specifically regarding autism, it is estimated that more than 1 in 100 people are on the autistic spectrum. Based on over 400,000 staff working in the higher education sector, there should be at least 4,000 higher education professionals on the autistic spectrum in the UK. Guidance related to how best to support autistic individuals in the workplace has previously been published by the National Health Service. In the context of higher education, Varle has previously detailed practical accommodations that can be made. Here, I will consider specifically how higher education staff-related policy, processes and services might be made more inclusive for those on the autistic spectrum.

About me

I was diagnosed with Asperger’s Syndrome in my mid-30s. It would now be more appropriate to describe me as being on the autistic spectrum (given there are issues with the Asperger’s Syndrome diagnostic term). I have previously felt uncomfortable discussing how being on the autistic spectrum impacts my life and have therefore avoided discussing my life experiences. However, I am increasingly recognising that if those on the autistic spectrum do not share their experiences, it makes it more difficult for positive change to happen. My views in this article are drawn from my lived experiences, rather than from specialist training or research into autism. 

Equality Impact Assessment

AdvanceHE describe an equality impact assessment (EIA) as:

…a tool to help colleges and universities ensure that their policies, practices and decisions are fair, meet the needs of their staff and students and that they are not inadvertently discriminating against any protected group.

The following are examples of issues that would need to be borne in mind when undertaking an EIA of higher education staff-related policy, processes and services in relation to accommodating the needs of those on the autistic spectrum.

• Training: Those involved in the development and administration of higher education policy, processes and services will need to understand the autistic spectrum. An introductory online training course is unlikely to provide the necessary knowledge and insight; especially if about neurodiversity per se. Rather, training should be offered by autistim spectrum specialists. This could include speaking directly to individuals on the autistic spectrum who may be able to provide insights into how they experience the world. Training should include those who administer and / or make decisions associated with staff-related processes and services, such as line managers, people and culture advisors, investigators and those who chair hearings. Likewise, those involved in advocacy positions (such as trade union representatives) will need training to understand potential nuances particular to those on the autistic spectrum.
• Pre-empt needs: As per the Equality Act, individuals on the autistic spectrum will be entitled to reasonable adjustments within a workplace context. An opportunity to explore individual needs should therefore be routinely provided as part of onboarding to a new job. This could include a structured opportunity to consider what support may be beneficial in potential future situations (which could be saved on a staff record with consent). Doing this pre-emptively means that a pre-developed support plan can be used as a point of reference rather than needing to be developed from scratch at a point when individuals may be attempting to navigate heightened emotions.
• Reduce re-explanation: There will often be multiple people involved in administering higher education staffing processes. Consideration must therefore be given as to how to avoid people with autism needing to keep re-explaining their situation. Re-explanation of feelings can be distressing – especially if current events are triggering previous negative life experiences. Ensuring that the first point of contact effectively collects necessary information and the necessary consent to share this with other stakeholders can serve to avoid the need for repeated re-explanation. Those in later process stages can then ask to check their understanding rather than asking an individual on the autistic spectrum to re-explain.
• Timelines and information: Vague information can be a source of stress for many on the autistic spectrum. Therefore, policies, processes and services should provide clear timeframes for when events can be expected to take place. Information should routinely be offered in writing as well as verbally so that there is something concrete that can be referred to. Likewise, consideration should be given to presenting information in a range of formats, such as checklists or visual infographics.
• Questioning: Whenever pre-determined questions are going to be used in a staff-related process (e.g. in a job interview or investigation), these should be offered in advance. This would enable an individual on the autistic spectrum time to process information and prepare accurate responses at a speed with which they feel comfortable. This is particularly important during times of heightened emotion, as those on the autistic spectrum may find it harder to express thoughts and feelings.
• Check understanding: Those on the autistic spectrum often experience and communicate emotions differently, and this can be magnified during periods of stress. As such, it is essential that staff-related policy and process mandate opportunities for understanding of both written and verbal communications to be periodically checked. This is especially important for those autistic people who catastrophise, as this could lead them to experience unnecessary worry and anxiety. Clarification can be sought by asking an autistic person to explain what has happened to date and what they expect to happen next. This provides opportunities to address any misunderstandings about process steps and / or the potential severity of the outcome.
• Regular check-ins: Those on the autistic spectrum will likely appreciate frequent progress updates – especially if original timelines are adjusted even slightly. Given that some autistic people will not have large social networks, they may have more limited access to a support network. It is therefore important to establish if frequent check-ins (and with whom) would be helpful. Likewise, accommodation for additional check-ins after processes conclude should be factored in when preparing staff-related policies/processes to reflect that it may take longer for an individual on the autistic spectrum to unpack feelings and emotions.

Final thoughts

Based on the above, I offer three key takeaways:

1. To increase inclusivity, those who develop and deliver policy, process and services need to be meaningfully educated about the autistic spectrum.
2. Support needs of autistic people can, to some degree, be pre-empted and should therefore be planned for.
3. Those on the autistic spectrum will often benefit from personalised and enhanced support.

It is my hope that sharing these insights will increase awareness of practical and straightforward actions that will enhance the inclusivity of staff-related policy, processes and services for those on the autistic spectrum. The approaches detailed here are not exclusive to the higher education sector and would equally apply to commercial, public and charity organisations.