Pros and Cons: Scoping Review Identifies Benefits and Limitations of Peer Mentoring for Autistic College Students

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Morris, I. F., Matta, C., & Fung, L. K. (2024). A scoping review of peer mentoring programs for autistic college students. Review Journal of Autism and Developmental Disorders, 11(1), 21-38.

Introduction

Autistic students report high levels of co-occurring mental health conditions, including depression and anxiety, which further exacerbate their challenges in academic and social settings. In response to these challenges, various institutions have developed peer mentoring programs aimed at supporting autistic students through personalized, non-academic interventions that address their unique needs.

Morris and colleagues (2024) present a comprehensive scoping review to map the current landscape of peer mentoring programs, assess their structures, and evaluate their effectiveness in improving outcomes for autistic college students.

Methods

Authors reviewed journal articles published in English after 1995, focusing on the intersection of college, autism, and mentoring. The final review included 21 articles describing 15 unique peer mentoring programs.

Most programs provided one-on-one mentoring sessions, typically held weekly or biweekly, and often tailored the content of these sessions to the specific needs of the students.

Data were summarized using descriptive statistics and thematic analysis.

Results

  • Academic Outcomes: Six programs reported improvements in academic outcomes, including higher GPAs, increased retention rates, and better academic self-efficacy. These programs often included content aimed at helping students manage academic stressors.
  • Social Outcomes: Four programs reported significant improvements in social support and communication skills, while two did not observe notable changes.
  • Self-Determination: Measures of self-determination, which encompass a student’s ability to engage in goal-directed, autonomous behavior, were less commonly reported and showed limited improvement across programs.
  • Mental Health and Employment: Mental health outcomes were infrequently assessed, with only one program reporting improvements in this area. Similarly, employment outcomes, a critical area of concern for autistic graduates, were only addressed by a single program.

Discussion

While many programs report positive outcomes, particularly in academic performance, the evidence is often of low to moderate quality, with significant variability in program design and evaluation methods.

Authors highlight that there is a critical need for more robust research, including randomized controlled trials, to better assess the impact of these programs on both academic and non-academic outcomes. Such research “not only benefits peer mentoring programs in the early phases of development but also serves the interest of existing programs which strive to enhance the success of their autistic students”.

Implications for Programs

  • Focus on Academic and Social Skills: Mentoring should be targeted, focusing explicitly on academic and social skill growth.
  • Continuous Evaluation: Programs should incorporate ongoing assessment and feedback mechanisms to ensure that the mentoring is effective and adjust strategies as needed.
  • Mental Health Support: Given the high prevalence of mental health issues among autistic students, mentoring programs should integrate mental health resources and support systems.

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