Autism Doesn’t End at 18 : Diverging Pathways, Yet Recurring Challenges in Autistic Adulthood

Lonsdale, Stephanie and Murray, Craig and Eccles, Fiona and Connolley, Stephen (2026) Autism Doesn’t End at 18 : Diverging Pathways, Yet Recurring Challenges in Autistic Adulthood. PhD thesis, Lancaster University.

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Abstract

Autism is a lifelong condition, yet it is often misunderstood as a childhood condition. In the UK, support for autistic adults remains limited, and misconceptions persist that autism prevents individuals from pursuing higher education, careers, relationships, or parenthood. Those who achieve such milestones are often described as having “mild” or “highfunctioning” autism, labels which obscure challenges. While some difficulties arise from inherent traits such as sensory processing differences and alexithymia, many stem from navigating a world not designed for autistic people. This thesis challenges deficit-based assumptions by examining autistic adulthood across two roles, students and parents, and demonstrates both fulfilment and recurring struggles. The thesis comprises a systematic literature review, an empirical research paper, and a critical reflection. The overarching aim was to qualitatively explore autistic adulthood, focusing on two diverging pathways with attention to recurring challenges across roles. The systematic literature review utilised thematic synthesis to explore the lived experiences of autistic parents. Twenty-three papers were included, representing 450 parents. Six overarching themes were identified: 1) From Late Diagnosis to Empowered Parenting, 2) Sensory Parenting, 3) The Invisible Load, 4) Seen but Misunderstood, 5) Overlooked or Over-Scrutinised, and 6) Thriving as an Autistic Parent. Findings highlighted systemic barriers and the resilience and adaptability of autistic parents. The research paper examined autistic university students’ experiences of mental health difficulties, analysed using Interpretative Phenomenological Analysis (IPA). Six interviews identified four themes: 1) Intertwined Stressors Inside and Outside University, 2) Belonging, Masking, and the Costs of Connection, 3) The Breaking Point, and 4) Finding Safety in Connection. These findings emphasised the need for more responsive, neurodiversity-affirming approaches in higher education. The critical reflection addresses methodological and ethical issues, limitations, and implications. Reflexivity is integrated throughout, highlighting the author’s positionality as an autistic researcher and the influence of Critical Autism Studies.