About one in 100 people are on the autism spectrum, so the chances are that some of your students have been, or will be, diagnosed as autistic.

The condition can have a considerable effect on how well a student is able to cope at university, which involves decisions about what to study and whether to leave the familiarity of home; navigating a new campus; and relating to teaching staff and fellow students.

And that’s just the start of it. Typical academic situations such as group work and taking notes in lectures can present real challenges for those who have difficulty understanding unwritten social rules.

Of course, many students experience these challenges. But while most can adapt reasonably quickly, autistic students can have higher levels of anxiety, and, without support, may disengage, or even drop out, despite being academically competent.

But academics with awareness of autism and its impact can make a huge difference to these students. Here are seven ways you can help:

Focus on strengths

The focus of support is too often on deficits and difficulties. When meeting an autistic student, identify their strengths and think about how these can contribute to their studies. Attention to detail, for example, can be a great asset when managing time and resources in a group project.

Be aware of the sensory environment

Autistic students can become stressed by busy spaces – ask your students what their specific requirements are. When scheduling classes or meetings, try to ensure that the room is free of visual and auditory distractions that may prevent autistic students from focusing. If room allocations change, give as much notice as possible so that they can familiarise themselves with the new location and how to get there.

Avoid ambiguity

Check that the information you give to students is clear, concise and unambiguous, especially in assignments and exams. Autistic students are quick to spot phrases that can be interpreted in multiple ways, and unexpected choices can stop them in their tracks completely. This does not mean you need to avoid ambiguity completely – sometimes there’s a good pedagogical reason to be vague – but avoid accidental ambiguities, and all students will thank you.

Plan ahead

We’ve all left our lecture preparation to the last minute on occasion, finalising details just before it starts. But autistic students like to know what’s coming, so it’s useful for them to receive lecture slides and handouts in advance, to reduce anxiety.

Manage group work

Provide proactive support for students working in groups: intervene when communication appears to fail, when the division of work is unfair, or any member of the group is excluded by others. Encourage the group to set ground rules from the start.

Speak to students with autism about whether they feel comfortable telling others about their condition. Generally this is a good idea (as long as fellow students have enough knowledge about what this means).

Be accommodating

Show a positive attitude towards managing anxiety. Autistic students may always sit in the same seat, wear a hat, hoodie or tinted glasses indoors, or have a stress toy. Make it clear that any student can leave a teaching session if they feel anxious or overwhelmed, and that they will not be criticised or penalised for doing so.

Educate yourself

Learn about the autism spectrum and about your students’ specific challenges and requirements. Request training (from the National Autistic Society, for example), and share your knowledge with colleagues. Invite successful autistic role models, such as alumni or final-year students, to share their experiences with staff. Get in touch with the experts from your university’s disability support team and discuss what further changes you can make to your teaching practice.

Dr Marc Fabri leads Autism&Uni, a three-year project bringing together researchers from the UK, Finland, Spain, the Netherlands and Poland, to establish the needs of autistic students in higher education.

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