Abstract
ABSTRACT This article explores the concept of university success and the contextual factors that promote it from the perspectives of autistic Spanish graduates and their support networks (families, friends, peers, faculty, disability services and other professionals). A narrative methodology was used with semi-structured interviews, personal written narratives from graduates, and co-designed interviews with autistic graduates to gather insights from their key supporters. Data analysis was inductive with a system of categories and codes. The results highlight a multidimensional view of success beyond attaining the academic degree, encompassing well-being, a sense of belonging, shaping support networks and the development of adult life skills. It also highlights the crucial role of human support in the university setting, especially in creating inclusive environments that promote the growth and agency of autistic students. This study contributes to a more inclusive understanding of university success and provides recommendations for strengthening inclusion in higher education.
Published Version
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