Autistic students across the country are forging powerful communities on their own terms — through shared experiences, mutual support, and inclusive collaboration. Yet, as highlighted in a compelling Diverse Education article, many colleges still aren’t listening.

Despite good intentions, traditional disability services often miss the mark by focusing on deficits or compliance rather than empowerment. What autistic students are asking for isn’t more control — they’re asking for connection, respect, and space to lead.

On campuses that do listen, the impact is transformative. Peer-led groups foster safer spaces for identity exploration. Student-run initiatives build bridges between neurodivergent and neurotypical communities. These movements thrive when institutions value lived experience as expertise and include autistic voices in decision-making — especially around accommodations, curriculum design, and campus culture.

The takeaway is clear: autistic students aren’t waiting for permission to build community — they’re already doing it. Colleges and universities must evolve from being gatekeepers to being allies, co-creating environments where neurodiversity is embraced, not just tolerated.

True inclusion means shifting from “fixing” students to trusting them to lead.

Diverse sets the standard for reporting on diversity, access and opportunity for all in higher education. Because it provides relevant, credible news and information on higher education issues with a unique perspective, Diverse is the most widely read trade magazine for and about underrepresented groups in higher education.