Evidence map›Paper›PMID 39509062›Full record

ReviewCurrent psychiatry reports2024

Thriving… or Just Surviving? Autistic Journeys in Higher Education.

Chiara Horlin, Katie Almond, Alex Bowen, Ashley Robertson

Abstract readReview
PubMed Full text at PMC Publisher
In one paragraph

Review in Current psychiatry reports, 2024. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 1 paper.

0numbers the graph read from it
0cells of the map it votes in
1citing papers in PubMed
–field-weighted citation impact
1 · What the graph read from it

What it found

Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.

The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.

2 · The registry

The trial behind it

Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.

Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.

3 · Its place in the literature

Who cites it

1 citing paper in PubMed.

  1. Article
4 · The record

Corrections and comments

PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.

5 · Who and what money

Authors and funding

4 authors.

Chiara HorlinSchool of Psychology and Neuroscience, University of Glasgow, 62 Hillhead Street, Glasgow, G12 8QB, UK. chiara.horlin@glasgow.ac.uk.ORCID http://orcid.org/0000-0003-4233-2030
Katie AlmondSchool of Psychology and Neuroscience, University of Glasgow, 62 Hillhead Street, Glasgow, G12 8QB, UK.
Alex BowenSchool of Psychology and Neuroscience, University of Glasgow, 62 Hillhead Street, Glasgow, G12 8QB, UK.ORCID http://orcid.org/0009-0008-4474-2344
Ashley RobertsonSchool of Psychology and Neuroscience, University of Glasgow, 62 Hillhead Street, Glasgow, G12 8QB, UK.ORCID http://orcid.org/0000-0001-9914-3199

Funding

No grant is acknowledged in the PubMed record.

6 · The paper itself

Abstract

purpose of reviewHere we synthesise key recent (2021-2024) research that aims to understand the experience of autistic people, both staff and students, who navigate the Higher Education (HE) environment. RECENT

findingsAutistic students and staff continue to experience a lack of flexible, consistent and personalised support within the HE context, and tensions remain between the benefits of disclosure and the discrimination that may result. Significant missed opportunities remain for greater social, emotional and practical supports for autistic members of the HE community. Distinct barriers to both access and 'flourishing' for autistic people within HE remain. Personal narratives continue to describe a range of both positive and negative experiences within HE, yet it remains clear that HE may be inherently hostile in its setup, and that it takes a great deal of effort to fight against this.

Indexed as

Autistic DisorderHumansStudentsUniversitiesAutismDisclosureExperiencesHigher educationInclusionNeurodiversityPost-secondary educationStigmaWorkplace

Identifiers

PMID39509062
PMCPMC11706845

What OpenQuestion holds

Textmetadata
LicenceCC BY
Read underepoch 390

Registered trials

None linked

Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.