Abstract Access to higher education represents a significant challenge for students with autism spectrum disorder (ASD) due to the social, academic and sensory demands involved. This study analysed the concerns and perceived supports of 180 pre‐university students with ASD ( M = 18.3; SD = 1.1), using a descriptive‐correlational quantitative approach. The results showed moderate‐high levels of concern, especially in the social and sensory dimensions. Significant differences were observed by gender, with higher scores among females, and by educational stage, with vocational training students expressing the greatest concern about independent living. The correlations between the social and sensory dimensions were high and significant ( ρ = 0.62, p < 0.001), evidencing the interdependence between both areas. The findings underscore the need for institutional strategies that include emotional, sensory and social support to promote an inclusive and equitable transition to university.
Montenegro‐Rueda et al. (Mon,) studied this question.