Cortico-hippocampal interactions underlie schema-supported memory encoding in older adults.

For many students, obtaining postsecondary education is an exciting opportunity following high school graduation. Autistic students are attending college at higher rates; however, they experience low persistence to graduation due to difficulties in transition from high school to college and a lack of college supports. In order to promote equal access to postsecondary education, colleges must intentionally increase support and opportunities available to autistic students upon enrollment. The prevalence of autism in children continues to increase with 1 in 36 children being diagnosed in 2020 compared to 1 in 44 children in 2018. Data from the 2015 National Autism Indicators Report found that 36% of autistic individuals would attend college during their lifetime. These data translate to autistic enrollments increasing in U.S. colleges from 1.2% in 2019 to 2.3% in 2023. The true enrollment of autistic students is likely higher as less than half disclose their diagnosis to college personnel; in fact, 75% report rarely disclosing their diagnosis at all. Research has suggested that autistic students report fearing negative stereotypes associated with disclosing or being uncertain with how or when to disclose their disability. Autistic students can experience bias, micro/macroaggressions, or ableism because members of their campus do not have adequate understanding of their disability. They may also observe a lack of autistic representation in university employees or find these individuals mask as a result of campus culture. U.S. policy and funding streams (e.g., federal financial aid, Comprehensive Transition Programs [CTP], Medicaid Home and Community-Based Services Waivers, Vocational Rehabilitation) have enabled greater opportunities for autistic students to be able to attend and pay for college. While more autistic students are enrolling in college, the completion rate for these students remains lower than nonautistic peers. Only 38.8% of autistic students persist to degree completion in comparison to 40.7% of peers with disabilities and 52.4% of peers without disabilities. Data also demonstrate that autistic students delay enrollment in higher education as 47% begin within 6 years of graduating high school, yet only 35% earn degrees in a similar timeframe. While seminal research by Astin and Tinto note persistence and belonging as key graduation indicators, there is limited scholarship to understand indicators for autistic collegians.