An Exploratory Study of the Experiences of Autistic Students in Higher Music Education in England

The disclosure of disability among students in UK Higher Education (HE) is steadily increasing. In music, the proportion of students self-reporting a disability has risen from 14.3% in 2014/15 to 27.8% in 2023/24 (HESA, 2020; HESA, 2025a). While inclusion is a guiding principle and formal support structures exist, the perspectives of autistic music students remain largely absent from academic discourse in Higher Music Education (HME). This doctoral research addresses this gap by investigating the lived experiences of autistic students in music, an area that has not previously received scholarly attention. Drawing on narrative inquiry, four student accounts were collected and analysed, complemented by semi-structured interviews with twelve disability officers across Higher Music Education Institutions (HMEIs). The research examined how autistic traits were described by both students and staff, and how these informed institutional responses. Findings show that autistic music students experience distinctive strengths as well as significant challenges in their studies. However, these dual experiences are not adequately addressed by existing disability provision. Current support was found to be predominantly reactive and needs-based, with limited recognition of the unique capabilities and perspectives that autistic musicians bring. Provision also remained largely generic across universities and conservatoires, with inconsistencies before and after any official diagnosis. The study developed two frameworks: Framework I: Strengths-Based Autism Inclusion (Theory & Design) in Higher Music Education (SBAI-TD-HME) and Framework II: Strengths-Based Autism Inclusion (Practice & Pedagogy) in Higher Music Education (SBAI-PP-HME). These frameworks, one theoretical and the other practice-oriented, advocate a shift away from deficit-based models of support toward subject-specific, strengths-based approaches. The research calls for a reconceptualisation of inclusion in Higher Music Education, recognising and leveraging the distinctive contributions of autistic and neurodivergent students to enrich both their studies and personal growth through more empowering, responsive, and sustainable support systems.