Student experience | Mark on studying with autism
“Openness and good guidance, that’s where the strength lies.”
We spoke with Mark about his experiences studying and the challenges he faced because of his autism spectrum disorder diagnosis. He candidly shared how he learned to manage his diagnosis during his studies and gave practical tips for better guidance. His story offers valuable insights not only for education professionals but also for students facing similar challenges. Be inspired by his experiences and discover what really works (and what is better to avoid)!
A search for appropriate guidance
Mark faced several challenges in his youth, including switching elementary schools often and finding the right kind of education. He started in regular education and alternated with special education. With good guidance and a pgb, he experienced no barriers. This gave him the self-confidence to advance to vmbo and later mavo, which he successfully completed.
Although he was unsure about his next steps after high school, he eventually chose to pursue further education. Due to his challenges, he took longer over this period and eventually decided to quit and go to work. In the working world, he found comfort in the clarity of his tasks and the fine team in which he worked.
Transition to college: first study fails due to lack of guidance
The first experience in higher education proved to be a struggle. The transition from high school to higher education was big, and the lack of guidance made it extra difficult. Wanting to keep his diagnosis to himself, he did not apply for a personal budget. An experience where a teacher publicly asked a fellow student, who indicated he had Asperger’s, if the study was right for him closed many doors for him.
“I needed guidance, but didn’t ask for it. I had to learn to overcome my fear myself.”
A fresh start: success in a creative study
After a period of reflection, he decided to follow his passion and chose a creative direction that greatly appealed to him. He enrolled in an art school and successfully completed it. Yet it was not an easy path. Due to the COVID-19 pandemic, physical attendance was difficult, which added stress. The lack of structure in the training was also a challenge for him.
“The training did give me freedom, but what I missed was a clear structure. Eventually I hired a coach, outside of school, and that helped me tremendously.”
Introduction week: overwhelmed by stimuli
During his college orientation week, Mark experienced problems. For someone with Asperger’s, a week full of new impressions and activities can be overwhelming, especially if there is little structure. “I suffered from the many stimuli and noises. The structure of activities was unclear: what are you going to do, what is expected of you? That freedom created a sense of loss of control.”
Impact of Asperger’s on study choices and counseling
Mark stresses the importance of being open about your support needs. “You’re afraid of being treated differently if you tell. Yet it helps tremendously to make your needs known. People are often open and there are platforms where you can talk to others who have similar experiences.”
Restriction on re-studying after obtaining bachelor’s degree
Although he has now built a successful career in the creative sector, he still feels limited at times. “The creative sector is fleeting, and I did build a network, but the work has an expiration date. I want to continue studying, but my previous bachelor’s degree makes it financially difficult to get another scholarship.” He hopes there is a way to still do a (pre)master’s degree.
Tips for education professionals: what could be better?
Mark has some important advice for education professionals on how to better assist students with Asperger’s:
- Start with guidance, but then offer autonomy: “Autonomy is important. Good guidance at the beginning helps, but after that let students work independently. That gives confidence.”
- Provide clarity and structure: “Make sure there is a concrete plan, especially during busy or chaotic weeks such as induction. Too much freedom can create chaos.”
- Create opportunities for anonymous support: “Some students don’t want to share their diagnosis. There should be ways to identify support needs anonymously.”
His main message is clear: “I needed a lot, but asked for the least. That backfired. Make sure students feel safe to ask for help.”
Lesson Learned: openness is the key
Looking back, Mark says his fear and the stigma surrounding his diagnosis held him back for years. “It was a process of survival. What I know now is that openness is key. By being honest about your needs, you can get the right support. That makes studying a lot easier.”
Note: Asperger’s is no longer diagnosed as an official diagnosis. Since the DSM-5, it falls under the broader autism spectrum.
