The distribution of and relationship between autistic traits and social anxiety in a UK student population.
Among UK students, autistic traits—especially social skill deficits—significantly predict social anxiety and degree-related anxiety.
01Research in Context
What this study did
Freeth et al. (2013) asked UK students to fill out two quick surveys. One measured autistic traits like trouble switching tasks or reading faces. The other measured social anxiety.
The team wanted to see if students who scored high on autistic traits also felt more social fear.
What they found
Students with more autistic traits also reported more social anxiety. Social-skill problems, attention-switching trouble, and communication gaps explained about one third of the anxiety.
Only 1.8 percent of the whole group scored high on both measures, but the link was steady across the sample.
How this fits with other research
Bolourian et al. (2018) later interviewed autistic and ADHD students. They told the same story: social struggles on campus create stress and loneliness.
Dudley et al. (2019) added that many professors lack autism training. This gap helps turn social-skill deficits into real anxiety, just as Megan’s numbers predict.
Hu et al. (2021) surveyed counseling-center directors. More autistic students are seeking help, but clinics rarely have ASD-trained staff. The pipeline from social trouble to anxiety is now visible at every level.
Why it matters
If you work with college students, screen for both autistic traits and social anxiety. A short checklist can flag social-skill, attention-switching, or communication red zones. Share the results with campus disability offices and push for mentors or peer coaches. Small social supports early can cut later counseling visits.
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02At a glance
03Original abstract
Traits associated with autism and social anxiety were assessed in a UK student population (n = 1325) using the Autism-spectrum Quotient and the Liebowitz Social Anxiety Scale. Clinically relevant levels of autistic traits were observed in 3.3% of the cohort; 10.1% of the cohort reported clinically relevant levels of social anxiety; 1.8% of the cohort met clinically relevant cut-offs for both conditions. There was a significant positive correlation between scores on the two scales (r = .51); students with high levels of autistic traits were more likely to report increased social anxiety than those with average or low levels of autistic traits. Level of social anxiety was best predicted by autistic traits associated with social skill, attention switching and communication, accounting for 33% of the variance in social anxiety scores. Social skill was a better predictor of social anxiety in males than females; attention switching ability was a better predictor of social anxiety in females than males. Students with high levels of autistic traits displayed heightened anxiety to situations and activities necessary for the successful completion of their degree. Implications for student well-being and attainment are discussed.
Autism : the international journal of research and practice, 2013 · doi:10.1177/1362361312445511