Autistic high school students’ perspectives on the feasibility and acceptability of a geospatial information science & technology program: an exploratory qualitative study

An exploratory qualitative study investigated the feasibility and acceptability of a Geospatial Information Science & Technology (GIST) program for autistic high school students in the United States. This initiative aims to address disparities in higher education attainment and employment rates for autistic individuals compared to their non-disabled peers, particularly within STEM fields. The research suggests that early STEM preparation and support for this demographic could improve long-term outcomes.

Why it matters

This research highlights critical challenges in educational and employment equity for autistic individuals, particularly in high-demand STEM sectors. Addressing these disparities through targeted programs like GIST at the high school level could foster a more inclusive workforce and contribute to national talent development in strategic technological areas.

Key insights

• Approximately one in 31 children in the United States is identified as autistic.
• Autistic individuals experience lower rates of bachelor's degree completion and employment compared to their non-disabled peers.
• Expanding access to STEM education, particularly during the transition to adulthood, may help mitigate these disparities.
• Despite autistic college students often pursuing STEM majors, low degree completion rates indicate a need for enhanced preparation and support.
• The study examined participants' perspectives on the feasibility and acceptability of a GIST program designed for autistic high school students.

Source

Frontiers in Education — https://www.frontiersin.org/articles/10.3389/feduc.2026.1886542