Systematic Review of Relational and Intimacy Support for Students with Autism In Higher Education

Students with autism are enrolling in higher education at increasing rates, prompting institutions to examine whether existing supports sufficiently address their academic and developmental needs. National prevalence estimates indicate that approximately 1 in 36 children in the United States have been identified with autism spectrum disorder (ASD) (National Center on Birth Defects and Developmental Disabilities, 2023). Prior estimates suggest that approximately 49,000 U.S. students with ASD complete high school annually, and roughly 30% enroll in postsecondary education (Wei et al., 2016). As students with autism transition to college, many may benefit from supports that extend beyond academic access to include social development, including navigating dating and intimate relationships. However, disability accommodations in higher education have historically emphasized academic access (e.g., testing, note-taking, course flexibility), with comparatively limited attention to structured supports for relational or psychosexual development. This review examines whether the higher education support literature meaningfully addresses intimate relationship development, including domains that may involve sexuality, rather than assuming these needs are met indirectly through general “social support” programming. The purpose of this study is to synthesize and evaluate evidence regarding campus-based supports for college students with autism that explicitly address relational and/or psychosexual domains, with attention to how these supports are conceptualized, implemented, and studied.