"Everyone Has a Different Body Constitution": An Interpretative Phenomenological Analysis of the Experiences of Social Interaction and Related Supports in Chinese Autistic Postsecondary Students.

Little research has investigated how autistic individuals make sense of their experiences with socializing and interacting with others in postsecondary education. Autistic students are also dissatisfied with insufficient social interventions and the lack of autistic input in the design of such support. This study investigated the lived experiences of social interaction and related support in autistic postsecondary students. We conducted interviews with eight Chinese autistic students currently enrolled in a university or college in Hong Kong. Analysis using an interpretative phenomenological analysis approach identified four themes, including (1) their attempts and motivation to connect and socialize, which was often felt ineffective and exhausting; (2) the internal negotiation and delicate balance between masking and unmasking; (3) the crucial role of both formal and informal supports in coping with social and emotional challenges; and (4) social support and interventions needed to include diverse strategies ranging from skills building to neurodiversity-informed practices that respond to individual preferences and contexts. This study reveals cultural nuances in social preferences and masking that are not found in Western-dominant literature, which can inform more culturally responsive conceptualizations of interventions that enhance social experiences and promote authenticity.Lay AbstractAutistic students in university often face social challenges that affect their well-being, learning, and ability to connect with others. These struggles are not always well understood. By listening to their personal experiences, we can better support them in ways that they desire and create more inclusive environments. The study aimed to understand how autistic college or university students in Hong Kong experience social interaction and the support they receive. It focused on their personal stories to explore what helps or hinders their ability to interact and socialize with others. We interviewed eight autistic students in Cantonese Chinese. They shared their thoughts and feelings about their social lives and the support they received. The researcher analyzed these interviews to find unique meanings in each participant and the common themes and patterns among their experiences. The study found four main themes. First, socializing is challenging but meaningful. Second, many students masked their autistic traits and found it exhausting, but they also valued the importance and benefits of doing it. Third, support from peers, teachers, and professionals helps them cope. Fourth, social interventions and support should be personalized and should value their preferences and perspectives. The study highlights that masking can be both harmful and helpful, depending on the situation and culture. Our results also show that autistic students want to be themselves but often feel pressured to fit in. These insights challenge the idea that all support should focus on changing autistic behavior, while also supporting the need for autistic students to learn to change and adapt to society.