Validating the Academic Learning Experiences Questionnaire: Microtransitions, Sensory Reactivity and Executive-Social Demands in Autistic University Students

Background: The number of autistic students entering higher education (HE) has increased, yet many continue to face systemic barriers that can hinder their academic success. Despite their unique cognitive strengths, such as hyperfocus, attention to detail, and strong analytical skills, many autistic students report challenges with academic learning experiences. This study aimed to develop and validate the Academic Learning Experiences Questionnaire (ALEQ), a tool designed to assess specific learning experiences and inform autism-inclusive educational practices.Methods: We co-created the ALEQ with autistic students to assess learning experiences across five academic contexts: small and large group teaching, self-directed study, examinations, and coursework. A total of 829 university students (formally-diagnosed autistic: n = 106; self-diagnosed autistic: n = 112; non-autistic: n = 611) completed an online survey comprising the ALEQ and an autism screening measure (SRS-2). Exploratory and confirmatory factor analyses were conducted to establish the ALEQ’s psychometric properties.Results: The final version of the ALEQ included five subscales: sensory reactivity, microtransitions, planning and prioritising, social anxiety, and group work. Autistic students reported significantly more challenges than non-autistic students across all five subscales, with the greatest disparities in sensory reactivity and microtransitions. Conclusion: The ALEQ provides a structured way to understand the academic challenges that autistic students face in different learning contexts. By identifying key learning experiences, it offers educators a practical tool to support tailored adjustments that enhance accessibility and inclusion in HE.