Editor's Notes
Kate Herrmann was recipient of ORCA Travel Grant #245 to present at the 2026 Midwestern Psychological Association Annual Meeting.
Abstract
Evidence suggests that autistic students are graduating at a lower rate than their neurotypical peers (38.8% vs 52.4%; Jackson et al., 2018). Given this retention concern, colleges should provide services specific to neurodiverse students’ needs and wellbeing, both academically and socially, yet most campus disability resources focus solely on academic support (Jackson et al., 2018; Siew et al., 2017). In recent years, some universities have started adopting programs that target the broader social and emotional needs of neurodiverse students, specifically by fostering community and authenticity (Fotheringham et al., 2023; Siew et al., 2017). Building on recent qualitative findings from neurodiverse college students (Herrmann, 2024), this study seeks to examine the experiences of neurodiverse college students and to determine what factors are associated with neurodiverse student wellbeing.
Recommended Citation
Herrmann, Kate and Bordieri, PhD, Dr. Michael
(2025)
"Wellbeing and Success: Examining the Experiences of Neurodiverse College Students,"
Steeplechase: An ORCA Student Journal: Vol. 9:
Iss.
1, Article 3.
Available at:
https://digitalcommons.murraystate.edu/steeplechase/vol9/iss1/3