Keywords
autistic university students
generation Z
higher education
physical health
comorbidity
How to Cite
Abstract
Introduction: Higher education represents a new and often difficult stage of life for neurotypical individuals, but it poses a particular challenge for the autism spectrum (ASD). Higher education represents a major transition for young adults and may pose particular challenges for students on the autism spectrum. Students on the autism spectrum may continue to require forms of support similar to those available during earlier stages of education; however, such support is not always systematically provided in higher education, and appropriate support models are still being developed. Autism spectrum disorder is characterized by persistent differences or difficulties in social communication and interaction, together with restricted or repetitive patterns of behavior, interests, or activities. Although the etiology of ASD is not fully understood, current evidence indicates an important contribution of genetic and other biological factors. Previous studies have reported an increased prevalence of selected physical health conditions among individuals on the autism spectrum, indicating the importance of examining somatic health in this population.
Methods: A researcher-developed questionnaire was used to assess selected sociodemographic characteristics and self-reported health conditions among students on the autism spectrum at the Robert Schuman European University of Social Sciences and Technology in Radom, Poland. Of the 154 respondents who completed the survey, 142 provided sufficiently complete data and were included in the final analysis.
Results: The final sample comprised 142 students aged 18–26 years, all of whom met the study’s definition of Generation Z. Most participants reported receiving an ASD diagnosis between the ages of 9 and 12 years, corresponding to grades 4–6 of primary education (71.8%, n = 102). The most frequently reported physical health conditions included food allergies, diabetes, thyroid disease, asthma, polycystic ovary syndrome, and insulin resistance.Conclusions: The findings highlight the need for university-based support tailored to the individual educational and health needs of students on the autism spectrum. More than half of the analyzed participants reported at least one physical health condition. A total of 100 respondents (70.4%) reported following a gluten-free diet or using dietary supplements. These findings indicate the need for further research using clinically verified health data and larger, more representative samples.
References
Baños, S. M., Lara Rubio, B. C., Durán Encinas, I., & Soto Muñoz, J. G. (2022). Experience in teaching programming related subjects to university students with Asperger syndrome. In 2022 International Conference on Inclusive Technologies and Education (CONTIE) (pp. 1–5). IEEE. https://doi.org/10.1109/CONTIE56301.2022.10004437
Bjørklund, G., Meguid, N. A., Hemimi, M., Sahakyan, E., Fereshetyan, K., & Yenkoyan, K. (2024). The role of dietary peptides gluten and casein in the development of autism spectrum disorder: Biochemical perspectives. Molecular Neurobiology, 61(10), 8144–8155. https://doi.org/10.1007/s12035-024-04099-3
Bravo-Muñoz, F., Bustos, I., Muñoz-Fierro, D., San-Martín, S., Tabilo, C., Véliz, M., Zaror, T., Ormazabal, P., Brusselaers, N., & Fornes, R. (2025). Risk of autism spectrum disorder in descendants of women with gestational diabetes and polycystic ovary syndrome: A systematic review and meta-analysis. Autism Research, 18(10), 1916–1934. https://doi.org/10.1002/aur.70110
Centers for Disease Control and Prevention. (2025). CDC global: A year of action and impact: 2024 annual report. https://stacks.cdc.gov/view/cdc/258498
Cierzniewska, R. (2021). Neuroróżnorodność studentów w uczelni wyższej w dyskursie kompensacyjno-terapeutycznym i dyskursie otwierania potencjału [Neurodiversity of university students in the compensatory-therapeutic discourse and the discourse of opening up potential. Part I]. Część I. Horyzonty Wychowania, 20(56), 119–132. https://doi.org/10.35765/hw.2182
Cortese, S., Gabellone, A., Marzulli, L., Iturmendi-Sabater, I., de La Chica-Duarte, D., Piqué, I. M., Solmi, M., Shin, J. I., Margari, L., & Arrondo, G. (2022). Association between autism spectrum disorder and diabetes: Systematic review and meta-analysis. Neuroscience & Biobehavioral Reviews, 136, 104592. https://doi.org/10.1016/j.neubiorev.2022.104592
Davis, M. T., Watts, G. W., & López, E. J. (2021). A systematic review of firsthand experiences and supports for students with autism spectrum disorder in higher education. Research in Autism Spectrum Disorders, 84, 101769. https://doi.org/10.1016/j.rasd.2021.101769
De-la-Iglesia, M., & Olivar, J.-S. (2015). Risk factors for depression in children and adolescents with high functioning autism spectrum disorders. The Scientific World Journal, 2015, 127853. https://doi.org/10.1155/2015/127853
Esqueda Villegas, F., van der Steen, S., & Minnaert, A. (2026). ‘This gives order and peace’: The needs of autistic female students during mainstream secondary education in the Netherlands. European Journal of Special Needs Education, 41(3), 546–563. https://doi.org/10.1080/08856257.2025.2545930
First, M. B., Yousif, L. H., Clarke, D. E., Wang, P. S., Gogtay, N., & Appelbaum, P. S. (2022). DSM-5-TR: Overview of what’s new and what’s changed. World Psychiatry, 21(2), 218–219. https://doi.org/10.1002/wps.20989
Fukushima, Y., Yajima, Y., & Moriyama, M. (2025). Stigmatizing attitudes toward autistic students: A cross-sectional vignette survey among Japanese university students. Japan Journal of Nursing Science, 22(2), e70008. https://doi.org/10.1111/jjns.70008
Głód, E. (2023). Poznać znaczy zrozumieć Zespół Aspergera [To know is to understand Asperger syndrome]. Pedagogika Przedszkolna i Wczesnoszkolna, 2(22), 133–148. https://czasopismoippis.uken.krakow.pl/wp-content/uploads/2025/01/Elzbieta-GLOD-Poznac-znaczy-zrozumiec.-Zespol-Aspergera.pdf
Gong, T., Lundholm, C., Lundström, S., Kuja-Halkola, R., Taylor, M. J., & Almqvist, C. (2023). Understanding the relationship between asthma and autism spectrum disorder: A population-based family and twin study. Psychological Medicine, 53(7), 3096–3104. https://doi.org/10.1017/S0033291721005158
Guo, M., Xie, P., Liu, S., Luan, G., & Li, T. (2023). Epilepsy and autism spectrum disorder (ASD): The underlying mechanisms and therapy targets related to adenosine. Current Neuropharmacology, 21(1), 54–66. https://doi.org/10.2174/1570159X20666220706100136
Hancock, M., Zhang, R., Brown, S. J., Boyder, C., Mullin, S., Campbell, P. J., Wilson, S. G., Lim, E. M., Whitehouse, A. J. O., & Walsh, J. P. (2026). Circulating thyroid hormones and metabolites in children with autism spectrum disorder. Frontiers in Endocrinology, 16, 1716586. https://doi.org/10.3389/fendo.2025.1716586
Hare, J. (2024). Autism is not a disease: The politics of neurodiversity. Verso.
Indika, N.-L. R., Frye, R. E., Rossignol, D. A., Owens, S. C., Senarathne, U. D., Grabrucker, A. M., Perera, R., Engelen, M. P. K. J., & Deutz, N. E. P. (2023). The rationale for vitamin, mineral, and cofactor treatment in the precision medical care of autism spectrum disorder. Journal of Personalized Medicine, 13(2), 252. https://doi.org/10.3390/jpm13020252
Jackson, S. L. J., Hart, L., Brown, J. T., & Volkmar, F. R. (2018). Brief report: Self-reported academic, social, and mental health experiences of post-secondary students with autism spectrum disorder. Journal of Autism and Developmental Disorders, 48(3), 643–650. https://doi.org/10.1007/s10803-017-3315-x
Kereszturi, É. (2023). Diversity and classification of genetic variations in autism spectrum disorder. International Journal of Molecular Sciences, 24(23), 16768. https://doi.org/10.3390/ijms242316768
Kiehl, I., Pease, R., & Hackmann, C. (2024). The adult experience of being diagnosed with autism spectrum disorder: A qualitative meta-synthesis. Autism, 28(5), 1060–1074. https://doi.org/10.1177/13623613231220419
Lupindo, B. M., Maw, A., & Shabalala, N. (2023). Late diagnosis of autism: Exploring experiences of males diagnosed with autism in adulthood. Current Psychology, 42, 24181–24197. https://doi.org/10.1007/s12144-022-03514-z
Mazurek, M. O. (2014). Loneliness, friendship, and well-being in adults with autism spectrum disorders. Autism, 18(3), 223–232. https://doi.org/10.1177/1362361312474121
Molenda, M. (2023). CALL. Nauka języków wspomagana komputerowo: Leksykon pojęć [CALL. Computer-assisted language learning: A glossary of terms]. Wydawnictwo Uniwersytetu Łódzkiego. https://doi.org/10.18778/8331-311-5
Muthuka, J. K., Onyango, C., Nzioki, J. M., Chebungei, L. K., Zimunya, R., Simengwa, A., Kim, S., Nshimirimana, D. A., & Nabaweesi, R. (2026). Global autism spectrum disorder prevalence estimates and associated covariates: A systematic review and meta-regression analysis. Cureus, 18(4), e106260. https://doi.org/10.7759/cureus.106260
Perkowski, M., Oksztulski, M., Zoń, W., & Kaczyńska, I. (2024). Wykształcone osoby w spektrum autyzmu na rynku pracy. Status quo i perspektywy [Educated autistic people in the labor market: The status quo and prospects]. Temida 2, przy współpracy Fundacji Prawo i Partnerstwo.
Pisula, E. (2022). Zaburzenia ze spektrum autyzmu [Autism spectrum disorders]. In W. Otrębski, K. Mariańczyk, A. Amilkiewicz-Marek, K. I. Bieńkowska, E. Domagała-Zyśk, B. Kostrubiec-Wojtachnio, B. Papuda-Dolińska, & E. Pisula, Podręcznik metodyczny: Standardy przebiegu oceny funkcjonalnej oraz planowania wsparcia edukacyjno-specjalistycznego w przypadku występowania następujących trudności: Uszkodzenie słuchu, dysfunkcja wzroku, specyficzne zaburzenia uczenia się, zaburzenia rozwoju mowy i języka, zaburzenia rozwoju intelektualnego, zaburzenia ze spektrum autyzmu (ASD), zaburzenia zachowania i emocji (pp. 89–104). Wydawnictwo KUL.
Sacco, R., Camilleri, N., Eberhardt, J., Umla-Runge, K., & Newbury-Birch, D. (2022). The prevalence of autism spectrum disorder in Europe. In Autism spectrum disorders: Recent advances and new perspectives. IntechOpen. https://doi.org/10.5772/intechopen.108123
Stefańska-Klar, R. (2010). Studenci z autyzmem i zespołem Aspergera: Funkcjonowanie, przyczyny sukcesów i porażek, warunki skutecznego wspierania [Students with autism and Asperger syndrome: Functioning, causes of success and failure, and conditions for effective support]. In I. Bieńkowska (Ed.), W kręgu resocjalizacji i wybranych zagadnień rozwoju oraz funkcjonowania osób niepełnosprawnych (Vol. 2, pp. 91–107). Wydawnictwo Scriptum.
Strauss, C. C., Last, C. G., Hersen, M., & Kazdin, A. E. (1988). Association between anxiety and depression in children and adolescents with anxiety disorders. Journal of Abnormal Child Psychology, 16(1), 57–68. https://doi.org/10.1007/BF00910500
Szweda-Lewandowska, Z. (2014). Pokolenie powojennego wyżu demograficznego i echa wyżu demograficznego (baby boomers i pokolenie Y) – perspektywa starości [The post-war baby-boom generation and the echoes of the baby boom (baby boomers and Generation Y): The perspective of old age]. Polityka Społeczna, (5–6), 18–21.
Uchwała Sejmu Rzeczypospolitej Polskiej z dnia 12 lipca 2013 r. Karta Praw Osób z Autyzmem [Resolution of the Sejm of the Republic of Poland of 12 July 2013: Charter of the Rights of Persons with Autism], Monitor Polski 2013, poz. 682. https://isap.sejm.gov.pl/isap.nsf/DocDetails.xsp?id=WMP20130000682
Van Hees, V., Moyson, T., & Roeyers, H. (2015). Higher education experiences of students with autism spectrum disorder: Challenges, benefits and support needs. Journal of Autism and Developmental Disorders, 45(6), 1673–1688. https://doi.org/10.1007/s10803-014-2324-2
Vincent, J. (2026). Diagnosis and distinction: Understanding autistic identity construction in university students and graduates through the tactics of intersubjectivity. Disability & Society, 41(4), 863–883. https://doi.org/10.1080/09687599.2025.2570348
Winczura, B. (2018). Zaburzenia współwystępujące z autyzmem – uwarunkowania rozwojowe, symptomy kliniczne i dylematy diagnostyczne [Comorbid disorders associated with autism: Developmental determinants, clinical symptoms, and diagnostic dilemmas]. Logopedia, 47(2), 243–263.
Wojtoszek, K. (2023). Zrozumieć pokolenie Z [Understanding Generation Z]. Prace Naukowe Wyższej Szkoły Zarządzania i Przedsiębiorczości z siedzibą w Wałbrzychu, 53(1), 173–178.
World Health Organization. (2026). International Classification of Diseases 11th Revision (ICD-11): 2026 release. https://www.who.int/news/item/16-02-2026-icd-11-2026-release
Xu, G., Snetselaar, L. G., Jing, J., Liu, B., Strathearn, L., & Bao, W. (2018). Association of food allergy and other allergic conditions with autism spectrum disorder in children. JAMA Network Open, 1(2), e180279. https://doi.org/10.1001/jamanetworkopen.2018.0279
Zakrocka, M., Gruszka, M., Polańska, P., & Kubicka, M. (2025). Autism spectrum disorder: Definition, global epidemiology, prevalence in Poland and worldwide, and heredity. Journal of Education, Health and Sport, 78, 57619. https://doi.org/10.12775/JEHS.2025.78.57619
Zheng, S., Adams, R., Taylor, J. L., Pezzimenti, F., & Bishop, S. L. (2021). Depression in independent young adults on the autism spectrum: Demographic characteristics, service use, and barriers. Autism, 25(7), 1960–1972. https://doi.org/10.1177/13623613211008276
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Copyright (c) 2026 Kwartalnik Naukowy Fides et Ratio