Fostering Safety and Stability for Autistic Adults During the Transition from College to Career

Article by Candace Weaver-Dowds, LMSW, Senior Manager of Strategic Initiatives, NEXT for AUTISM
The article originally appeared on Autism Spectrum News, September 15, 2025

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For many young adults, the shift from college to career is a time of excitement and possibility. But for autistic adults, it can also bring a unique set of challenges, especially when systems of support that existed in educational settings begin to fall away. Without intentional planning, accessible environments, and inclusive practices, this transition period can lead to instability, underemployment, or disengagement (Shattuck et al., 2012). As a society, we must do better to ensure autistic adults are not only included in the workforce but are supported in ways that recognize their strengths and individual needs.

College often provides structure, accommodations, and dedicated support services through disability resource centers. Once students graduate, those supports disappear, and the responsibility of navigating complex hiring systems, understanding workplace norms, and self-advocating for accommodations fall squarely on the individual. This “service cliff” can be disorienting, particularly for autistic individuals who thrive in predictable and well-supported environments (Verywell Health, 2025).

Research shows that despite many autistic individuals obtaining college degrees, a disproportionate number are unemployed or underemployed (Shattuck et al., 2012; Abell et al., 2025). The reasons are not due to a lack of talent or ambition but often stem from a lack of inclusive practices in recruitment, onboarding, and daily workplace culture (Sarrett, 2017).

The college-to-career transition can be destabilizing for anyone, but for autistic adults, the significant amount of change involved can have an even greater impact. Graduating means leaving behind familiar schedules, known environments, and established social support (Verywell Health, 2025). Suddenly, there is a loss of routine and predictability, replaced by the uncertainty of the job search, a process that can be complex, nuanced, and riddled with unspoken rules (Ara et al., 2024).

Interviewing often introduces additional layers of stress, as candidates navigate abstract questions, shifting formats, and unfamiliar social expectations (de Vries, 2024; Norris, 2024). Once hired, integrating into a new workplace means adapting to an established culture with unwritten norms, which may not be clearly communicated but strongly shape daily interactions (Sarrett, 2017). Without proactive support, this period of constant adjustment can lead to burnout, decreased confidence, and a reluctance to fully engage in the new role (The Guardian, 2019).

For many autistic adults, deciding whether to disclose their diagnosis during the job search, after being hired, or even at all, is a deeply personal, and often stressful choice. While disclosure can open the door to legal protections and workplace accommodations, it can also carry the risk of stigma, bias, or misunderstanding (Sarrett, 2017). Some fear being perceived as less capable or worry that disclosure will overshadow their qualifications and skills.

This uncertainty can lead individuals to mask or camouflage their needs, which may help them “fit in” initially but can result in exhaustion and burnout over time. The fear of disclosure is amplified in environments with rigid expectations or little visible commitment to inclusion. Creating workplaces where neurodiversity is openly valued and respected can help reduce this fear, making it safer for autistic employees to request support, if needed, to thrive.

What Safety and Stability Look Like

Safety and stability for autistic adults go beyond physical security and job permanence. They include:

• Predictable Routines: Consistency in tasks, schedules, and expectations helps reduce anxiety and cognitive load.
• Clear Communication: Direct and unambiguous communication supports understanding and prevents misunderstandings.
• Inclusive Culture: Environments that embrace neurodiversity and make space for different communication, processing, and working styles.
• Accessible Onboarding: Visual guides, extended timelines for training, and assigned mentors can make the start of a new role smoother.
• Supportive Supervision: Managers trained in neuroinclusive leadership can adapt expectations, provide feedback effectively, and create a psychologically safe environment.

It is important to recognize that safety and stability may look different for each person. For some, it may mean quiet workspaces and flexible scheduling; for others, it could be consistent feedback and clear advancement pathways. While needs vary, workplaces that integrate universal design principles, such as plain language communication, flexible work options, and accessible technology, help not only autistic employees but the entire workforce. When inclusivity is built into the foundation of an organization, it benefits everyone.

Bridging the Gap: What Universities and Employers Can Do

Universities should begin transition planning well before graduation. Career services must be accessible and familiar with the unique barriers autistic students face (Verywell Health, 2025). Internship opportunities, mock interviews with supportive feedback, and workshops on workplace culture can make a significant impact. Peer and alumni mentoring programs can offer real-world insight and community .

Many cities offer a range of employment-related supports available to all residents who are unemployed, which autistic adults should utilize during the college-to-career transition. These services are often coordinated through local Workforce Development Boards and delivered at publicly funded American Job Centers (also known as One-Stop Career Centers). At these centers, individuals can connect with career counselors, attend resume and interview workshops, access job placement services, and enroll in subsidized skills training or short-term certification programs through community colleges or vocational schools. Many also host job fairs, employer meet-and-greet events, and targeted hiring initiatives. Additional support, such as subsidized public transportation passes, childcare assistance, and stipends during training, are sometimes available to help remove barriers to sustainable, long-term employment.

Employers need to reconsider what readiness means. Autistic candidates may not follow traditional networking or resume-building norms, but they bring valuable perspectives, dedication, and problem-solving skills (Shattuck et al., 2012). Revising job descriptions, offering alternative interview formats, and creating inclusive policies are not just accommodations, they’re strategic business moves (de Vries, 2024). These strategic changes often add no financial cost, and are available for implementation today. Organizations such as NEXT for AUTISM provide free resources for employers and employees for creating neurodiverse workplaces.

Partnerships between universities, disability organizations, and employers can establish pipelines of support that extend beyond graduation. Programs that offer job coaching, social skill-building in professional settings, and workplace mentorship models can promote long-term success (Abell et al., 2025).

Centering Autistic Voices

Autistic adults must be at the center of these conversations. Too often, decisions are made about autistic people, not with them. By involving autistic professionals in shaping transition programs, workplace policies, and support initiatives, we create systems that reflect lived experience and not just assumptions.

Transition should not feel like a cliff, but a bridge. With intentional design, collaboration, and a commitment to neuroinclusive practices, we can ensure autistic adults move from college into careers with safety, stability, and the dignity of meaningful work.