Mentoring University Students with ASD: A Mentee-centered Approach.

Roberts et al. (2017) interviewed university students with autism about a campus mentorship program. They asked what helped the mentees feel supported and reach their goals.

The team ran focus groups and coded the transcripts for themes. They kept the students' own words front and center.

Five linked themes popped out. The big one: let the student set the goals. When mentors followed the mentee's lead, trust grew and progress followed.

Other themes were flexible meeting spots, shared interests, gradual pace, and celebrating small wins.

Van Hees et al. (2015) mapped the daily hurdles these students face: sudden schedule changes, social demands, and tough choices about disclosing autism. Nicole's mentee-driven model answers those exact pain points.

Schertz et al. (2018) surveyed students and found most never use campus supports. They wait to ask for help and then struggle. Nicole's study shows a mentorship that starts with the student's own goals can break that silence.

Giesbers et al. (2020) saw the same pattern in Australia and New Zealand: students liked the idea of supports but still under-used them. Nicole's themes give a practical fix—start where the student is, not where the brochure says you should.

If you coach or advise university students with ASD, drop the one-size-fits-all plan. Ask the student what they want this month—maybe it's emailing a professor, maybe it's eating with peers—and build your support around that target. Keep the first meeting informal, share a hobby, and let the relationship grow at their speed. This simple shift can turn unused office hours into real progress.