Higher levels of neurodivergent traits associated with lower levels of self-efficacy and wellbeing for performing arts students

Abstract

This study identifies the extent to which autistic students, or those with high levels of autistic traits, are pursuing higher education in the performing arts, and examined the nature of the relationship between students’ autistic traits and reported wellbeing. Performing arts students ( n = 280), along with a comparison group of students studying other subjects ( n = 144), took part in an online questionnaire about their background (diagnostic history, neurodivergent traits), and their wellbeing (perceived educational self-efficacy, quality of life, mental health). Participants also answered open-ended questions about support needed, received, or desired, in their educational institution. Similar rates of autism diagnoses and levels of autistic traits were seen in the two groups. Regression analyses indicated that higher levels of ADHD traits and depression were associated with lower levels of educational self-efficacy. Despite a significant negative correlation between autistic traits and self-efficacy, autistic traits did not uniquely predict variance in the regression model. One third of all students reported a desire for more education-based support, particularly those with ADHD traits. These findings show that, within the community of those studying in the performing arts, those who are neurodivergent or who have high levels of neurodivergent traits, may be especially vulnerable to lower wellbeing. Lay Summary Many autistic people want to have a career in the performing arts and therefore are likely to undertake performing arts degree programmes. This study looked at the experiences of autistic students, or those with high levels of autistic traits. We wanted to understand how being autistic, or having a high level of autistic traits, might relate to student wellbeing – and whether this was specific to performing arts courses. In total, 280 performing arts students and 144 students studying other subjects (a comparison group), answered an online questionnaire about their wellbeing as a student. This included questions about how good they thought they were at different parts of the course, their quality of life, their mental health, their level of autistic and ADHD traits, and their experiences of support during their studies. We found similar numbers of autistic people and levels of autistic and ADHD traits in students from the two groups (performing arts and other subjects). For both student groups, we found that a higher level of ADHD traits and mental health conditions predicted lower confidence in people's abilities. Higher levels of autistic traits were also linked with lower educational confidence, but did not predict it as much as ADHD or mental health traits did. One third of all students said they wanted more support during their course, and these students tended to have higher levels of ADHD traits. Our findings show that students who are autistic, or who have high levels of autistic traits, may be particularly at risk of lower wellbeing while studying.