The Experiences of Autistic Healthcare Students in a Clinical Learning Environment: A Scoping Review.
Autistic healthcare students stay in school when we cut sensory pain and let them choose if they disclose.
01Research in Context
What this study did
Edwards et al. (2026) hunted for every UK paper about autistic students training to be nurses, doctors, or therapists.
They found only six small studies. The team mapped what those papers said about sensory pain, telling staff about autism, and helpful supports.
What they found
Bright clinic lights, beeping machines, and strong smells overwhelmed the students.
Many feared saying “I’m autistic” would get them kicked out.
They did better when staff gave quiet rooms, clear checklists, and choice about sharing diagnosis.
How this fits with other research
Huang et al. (2020) showed adults often learn they are autistic only after years of struggle. Emilie’s review picks up at the next step: once diagnosed, these same adults still hit walls in training.
Vassos et al. (2023) tracked young autistic adults moving into work and college. Their big data set of 31 studies barely mentions healthcare tracks, so Emilie’s six studies fill a blind spot.
Henderson et al. (2023) urge teams to work together ethically. Emilie shows the team must start earlier—while the autistic member is still a student who needs sensory breaks and honest choice about disclosure.
Why it matters
If you supervise or train any adult learner, ask: “What hurts your senses here?” Then offer ear defenders, dimmer lights, or a quick break. Make sharing autism optional, not a gate. These cheap moves can keep future autistic nurses, BCBAs, or dentists in the field instead of losing them at the first placement.
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02At a glance
03Original abstract
Autism is increasingly understood from a neurodiversity-affirmative perspective recognising the unique contributions of autistic individuals. Despite this shift, the specific experiences of autistic healthcare students in clinical placements remain underexplored. This scoping review aims to map existing literature on this topic, identifying both barriers and enablers to learning in clinical environments. Using Arksey and O'Malley's framework, with methodological updates, a comprehensive search was conducted across databases including CINAHL, Medline, APA PsychInfo, Education Research Complete PubMed, Google Scholar, ProQuest and grey literature. Studies were included if they focused on the perspectives of autistic undergraduate healthcare students in clinical practice. Six studies met the inclusion criteria, which were synthesised into four overarching analytical categories: autistic profiles, sensory environments, disclosure and support and belonging and inclusion. Students reported strengths including empathy and attention to detail, alongside challenges like sensory sensitivities and social communication difficulties. Disclosure experiences varied, and a strong sense of belonging was linked to improved mental health and academic success. This review highlights the urgent need for inclusive educational practices, including tailored support, autism training for educators and a culture of acceptance. It also reveals a significant gap in the literature, underscoring the need for further research in this area.Lay AbstractThis study explores what it is like to be an autistic student training in healthcare, particularly during clinical placements. While we know autistic people are entering higher education and healthcare professions, there is still very little research about their specific experiences in clinical learning environments. These placements are a key part of training for careers like nursing, midwifery and medicine, but they can be especially challenging for autistic students. To better understand this, a scoping review was carried out. This means the researcher searched for and reviewed existing studies and articles on the topic. Only six relevant articles were found, all written in the UK, and were based on personal experiences shared by autistic students themselves. The review grouped findings into four main areas: the unique strengths and challenges of autistic students, the impact of sensory environments, the difficulties around disclosing an autism diagnosis and the importance of feeling included and supported. The findings show that while autistic students bring valuable qualities to healthcare, like empathy and attention to detail, they often face barriers such as sensory overload, stigma and a lack of tailored support. Many students feel they must mask their autism to fit in, which can affect their mental health and sense of belonging. This study highlights the urgent need for more inclusive and supportive clinical learning environments. It calls for better training for educators and supervisors, more awareness of autism and practical changes to help autistic students thrive. More research is needed to fully understand and support this group of students.
Autism : the international journal of research and practice, 2026 · doi:10.1177/13623613261427125