Code, Connect, Grow: Guiding Autistic Youth Through Tech Mentorship

Milbourn, B., Cairns, L., Cartwright, C., Painter, S., Wedgewood, C., & Girdler, S. (2025). ‘That connection with community… it is just a positive thing’: Mentoring autistic adolescents participating in community coding programmes. Australian Occupational Therapy Journal, 72(2), e70012. https://doi.org/10.1111/1440-1630.70012

Introduction

Mentoring is often hailed as a transformative process, yet few studies explore how this process unfolds within strength-based, community-led environments for autistic youth. To address this gap, Milbourn and colleagues (2025) use a descriptive qualitative design to investigate the mentoring process within community coding programs for autistic adolescents.

Methods

The authors conducted five semi-structured interviews with mentors and two focus groups with facilitators, yielding ten participants total. Participants were recruited from two coding clubs in Australia, and included individuals with backgrounds in technology, education, and lived neurodivergent experience. Interviews were transcribed and analyzed, and themes were validated through member checking and supported by detailed audit trails to ensure trustworthiness.

Results

Three primary themes emerged. First, participants described mentoring as a developmental and social process, as mentors reported growing confidence and competence over time. They emphasized learning through relationship-building and iterative engagement.

Second, mentors identified a range of personal and professional outcomes. These included strengthened interpersonal skills, increased understanding of autism, improved leadership and public speaking abilities, and expanded technical expertise. 

Third, participants highlighted the importance of access to relevant training, clear role expectations, emotional support, and consistent access to technology. Several mentors reported initial uncertainty around their role, which subsided as they received guidance and accumulated experience. 

Discussion

The study adds to the limited but growing evidence base documenting the mechanisms that make mentorship effective when working with autistic youth. Notably, the findings suggest that mentor success depends not only on individual attributes but also on systemic support such as training, resources, and organizational clarity. Future research could explore how autistic mentees perceive these programs and whether mentor-mentee pairings influence outcomes.

Implications for Mentoring Programs

Mentoring initiatives for autistic adolescents should offer robust training focused on neurodiversity, clear on boarding processes, and opportunities for peer connection among mentors. Occupational therapists can play a critical consultative role, equipping mentors to adopt flexible, strengths-based strategies aligned with mentees’ interests and needs. Programs should also consider how to sustain mentor engagement by fostering community and professional development opportunities.

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