The Myth of Success: Autistic Adults, Debt, and the Broken Promise of Higher Education
Autistic adults face staggering barriers in the workforce, with 85% of those holding college degrees unemployed or underemployed. Despite the effort and expense of pursuing higher education, they also earn 40% less than their peers with other disabilities, even with equivalent qualifications (source). These statistics lay bare a profound disconnect between the idealised promise of education and the harsh reality for neurodiverse individuals. College is often heralded as a pathway to stability and the middle class, yet for Autistic adults, it frequently results in crushing, inescapable debt with little to no return in terms of job security or adequate pay.
This systemic failure persists because the myths surrounding higher education benefit powerful entities—corporations, loan servicers, and universities—at the expense of those it is supposed to uplift. As these institutions profit, Autistic individuals are left navigating a job market that neither values their qualifications nor accommodates their needs, trapping them in a cycle of debt and marginalisation.
The Statistics: A Broken System
The statistics from the Autism Society paint a bleak picture for Autistic adults who pursue higher education, particularly when compared to their neurotypical peers or even those with other disabilities. 85% of Autistic adults with college degrees are either unemployed or underemployed, a stark contrast to the widespread belief that a degree guarantees professional success. Whilst higher education is often promoted as a universal pathway to career stability, this promise consistently fails to deliver for many neurodiverse individuals. Despite their qualifications, Autistic graduates face significant barriers in the job market, including discriminatory hiring practices, lack of accommodations, and employers who undervalue neurodivergent perspectives and skill sets.
The wage disparity further highlights how the system fails Autistic individuals. On average, Autistic adults earn 40% less than those with other disabilities, even when they have comparable educational backgrounds. This wage gap exposes a fundamental flaw in how the value of a college degree is measured: while degrees are marketed as a key to higher earnings, this narrative overlooks the specific challenges faced by Autistic adults, who struggle to convert their qualifications into economic equity. The system that claims to provide upward mobility instead reinforces cycles of inequality, leaving many Autistic individuals with significant student debt but no meaningful return on their educational investment.
These figures, combined with the Business Insider story of a Ph.D. graduate burdened with $250,000 in student loans and no viable job prospects (above), reflect a system that is not only broken but deeply misaligned with the lived realities of many individuals in the workforce.
The Myths That Keep the System Afloat
The persistence of the college degree myth remains one of the most powerful forces driving individuals—especially Autistic adults—into a system that often fails them. Despite the overwhelming evidence of high unemployment, underemployment, and wage disparity among Autistic graduates, society continues to promote higher education as the only viable route to the middle class. This narrative is particularly harmful to neurodiverse individuals, who are led to believe that a degree will provide the same opportunities it does for others, only to be met with barriers that higher education alone cannot overcome. The college degree is seen as the ultimate tool for personal advancement, but for many, it only leads to crushing debt and limited career prospects.
This myth is deeply tied to the broader societal belief in the American Dream, an idea popularised by figures like Horatio Alger, Jr. and James Truslow Adams. Alger’s rags-to-riches tales of self-made men and Adams’ articulation of the American Dream both reinforce the idea that hard work and education will always lead to success. However, these narratives were crafted in a time when the economy and society were vastly different. Today, the promise that education alone can secure a better future is increasingly disconnected from reality, particularly for marginalised groups like Autistic individuals. Despite this, the myth persists, bolstered by the powerful cultural weight of the American Dream.
This belief is maintained through cognitive dissonance, where people, even after witnessing or experiencing failures in the system, still cling to the idea that a degree is the key to success. Parents, educators, and individuals themselves often continue to invest in education, unable to reconcile the promise of upward mobility with the reality that many graduates face: underemployment, job insecurity, and financial struggle.
The media also plays a significant role through survivorship bias. Stories of success—those few graduates who do manage to break into high-paying careers—are celebrated, whilst the widespread failures are largely ignored. This selective storytelling gives the impression that higher education is still a sure path to success, even when it leaves the majority behind, particularly those who are neurodiverse. The myth is convenient for those who benefit from the system, but it continues to fail many, especially Autistic adults who face structural barriers that education alone cannot overcome.
Quo Bene: Who Benefits from This Myth-Making?
The persistence of the college degree myth is not just a result of cultural conditioning—it actively benefits powerful players in the system, whilst leaving individuals, particularly Autistic graduates, bearing all the risk. Colleges and universities are among the biggest beneficiaries. As tuition fees continue to rise, these institutions profit from the constant influx of students, including neurodiverse individuals, who are promised that a degree will unlock better career opportunities. However, universities show little regard for whether their graduates can actually secure meaningful employment, particularly when it comes to students with disabilities. The financial incentive for universities is clear: the more students they attract, the more revenue they generate, regardless of the outcomes for those students.
Loan servicers like MOHELA also play a crucial role in this exploitative system. These companies profit immensely from the debt burden placed on students, particularly those who struggle to secure high-paying jobs post-graduation. Autistic graduates, already facing barriers to employment, are often trapped in this cycle of debt for years, paying interest on loans that funded degrees that did not deliver on their promise. These servicers face no risk—whether or not the student secures a job or defaults on their loans, the servicer profits either way. The burden is entirely on the individual.
Corporations benefit from an overeducated, indebted workforce, eager to accept underemployment just to make ends meet. Many employers, especially large companies, write job descriptions that require specific degrees, often as a gatekeeping mechanism. These requirements, however, are often disconnected from the actual skills needed for the job, serving primarily to weed out applicants who haven't purchased a degree. With automated application portals in place, candidates without these qualifications are automatically screened out, leaving those who have their degrees as the only contenders. This creates a labour market where corporations bear no risk—individuals have already invested heavily in their education, and companies are able to fill roles with an overqualified workforce, often at lower wages.
Meanwhile, politicians continue to push the narrative of personal responsibility and meritocracy, avoiding the harder truths about structural inequality in education and employment. By promoting education as the key to upward mobility, they distract from the systemic failures that keep so many people, especially those who are neurodiverse, trapped in cycles of debt and underemployment. When individuals believe these myths, they continue to invest in degrees that require massive loans, thinking it will lead to security. Instead, they find themselves on the losing end of a system that is designed to benefit institutions, lenders, and employers, whilst leaving them burdened with debt and without the job prospects they were promised.
Toward a Better Future: Alternatives to Crushing Debt
To move toward a future where Autistic adults aren’t trapped by crushing debt, we must explore alternatives to traditional higher education. One promising path is to emphasise non-college career pathways, such as vocational training, apprenticeships, and supported employment models tailored specifically for Autistic individuals. These pathways allow for skill-building in practical, high-demand areas, often without the need for a costly degree. In particular, bringing manufacturing and industry back to the Global North could create a wealth of opportunities for Autistic individuals, who often excel in detail-oriented, structured environments. Investing in sectors like advanced manufacturing and renewable energy could provide meaningful work without requiring a traditional college education.
Inclusive workplaces are another key to ensuring Autistic adults thrive. Many of the barriers Autistic people face in the workforce are the result of workplaces that don’t accommodate neurodiversity. With the right accommodations—such as flexible working hours, sensory-friendly environments, and clear communication—Autistic employees can contribute valuable skills without needing advanced degrees. Employer education and a commitment to fostering inclusivity can break down these barriers, making workplaces more accessible to all.
From a policy perspective, implementing Universal Basic Income (UBI) and expanding debt forgiveness programs would alleviate the financial strain on Autistic individuals and others who have been burdened by an unsustainable system. UBI would provide a safety net, allowing Autistic individuals to pursue fulfilling work without the pressure of meeting basic financial needs, while debt forgiveness would free them from the cycle of repayment that limits their opportunities.
Lastly, neurodiversity should be embraced in hiring practices, not viewed as an obstacle. Employers must move beyond the degree requirement as a primary hiring filter and instead focus on skills, talents, and problem-solving abilities. By recognising neurodiversity as an asset, businesses can tap into a rich pool of potential, creating a more dynamic, innovative, and inclusive workforce.
Final thoughts …
The myths that uphold the current education system are failing Autistic adults, leaving them with degrees, debt, and few opportunities. Dismantling these myths is crucial to creating a future where success isn’t tied to the financial burden of a college degree. We must advocate for inclusive, accessible career pathways—from vocational training to workplace accommodations—that allow neurodiverse individuals to thrive without the crushing debt. Systemic changes in education and employment are not only necessary for the future, but they must also address the harm already done, providing relief and opportunities for those left behind. The time for action is now.