Mel Olaizola, Lucía Van DerMoriña Díez, Anabel2025-09-092025-09-0920252047-3877 (electrónico)2047-3869 (impreso)https://hdl.handle.net/11441/176797Objective: This article explores the experiences of receiving a late autism diagnosis on university graduates and how having or not having a diagnosis during their university studies influences their university success. Method: This study employed a qualitative methodology, utilising semi-structured interviews and personal written narratives. A total of 23 Spanish autistic graduates participated: 16 with a pre-university diagnosis and 7 with a post-university diagnosis. The analysis was conducted using an inductive category coding system.Results: The results indicate that participants without a diagnosis frequently faced challenges at university, often without understanding the reasons for their difficulties or obtaining specific support, which affected their self-concept and well-being. In contrast, students with a diagnosis, despite encountering obstacles, could access resources such as autism associations or university disability services.Conclusions: Therefore, universities must support students according to their identified needs rather than solely relying on a diagnosis, in favour of a genuinely inclusive model.application/pdf13 p.engAutistic GraduatesDiagnosisUniversity SuccessSuccess FactorsInclusive Educationinfo:eu-repo/semantics/articleinfo:eu-repo/semantics/embargoedAccesshttps://doi.org/10.1080/20473869.2025.2555957