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In early August, as Cal State Long Beach welcomed new students with a series of orientation sessions, one group received some special attention. A cohort of 14 individuals diagnosed with autism spectrum disorder (ASD) got to participate in “Summer LIFE at The Beach,” a four-day sleepaway experience designed to ease the college transition and gently introduce them to independent living — and to each other. 

With the support of peer mentors — neurodivergent students and recent alumni who have successfully navigated college themselves — the three-year-old program has been remarkably effective in building confidence, social skills and a supportive community. 

"These students are definitely craving the socialization that they typically don't get in a space where there's neurotypical folks who don't necessarily understand them,” explained LIFE Project Coordinator Britney Griffin. “Coming into Summer LIFE, they're coming into a space where they can be themselves. They can learn the campus without feeling judged for asking a quote-unquote 'silly' question."

Coming into Summer LIFE, they're coming into a space where they can be themselves.

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This year, as the cohort moved into their dorm rooms, they experienced both excitement and some understandable nerves about the new environment. One young woman, feeling anxious to the point of becoming physically ill, initially hesitated to stay at all. 

“We don’t chain anybody to the program,” Griffin said. “But Mom really wanted her to stay. We wanted her to stay.” 

After negotiating a compromise — participate in the day’s activities but go home to sleep — the student was immediately paired with a peer mentor. The duo spent the day together, staying close during an afternoon cooking class and even closer during an evening social mixer. 

It worked. 

“On my way home,” Griffin said, “I got a call from Mom saying, ‘She’s gonna stay!’” 

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For the LIFE Project, the autism services arm of the Bob Murphy Access Center (BMAC), this was a validating moment and confirmed the significance of peer-to-peer mentorship for neurodivergent students. According to the National Autism Indicators Report, only 34% of autistic college students complete their degree within six years, compared to 60% of their neurotypical peers. 

“This is why our program is so important,” said Mary Nguyen, BMAC’s director. “The goal is to have our students develop into independent self-advocates, graduate, and be employed.” 

BMAC caters to students whose disabilities run the gamut, from physical limitations to psychological disorders. By the end of Spring 2024, �°������ϲ����� students on the autism spectrum made up some 8% of BMAC’s 3,025 registered members. That’s roughly 240 students with a primary or secondary diagnosis — up 32%, from 150, in 2022. For a slew of reasons, including the prevalence of undiagnosed disorders, most �°������ϲ����� students on the autism spectrum are not registered with BMAC. But as the state considers expanding its financial support for diagnostic testing and ASD services for school-age children, Nguyen said, their numbers could skyrocket. 

Perhaps ironically for a college program, Griffin said, academic performance is not a focus of Summer LIFE at The Beach. That's because these students are rarely challenged by schoolwork. 

“It’s never academic,” Griffin said. “It’s ‘How do I find friends? How do I talk to my professors? How do I access resources?’” 

In short, it’s the social stuff. Not only does ASD make interpersonal dynamics tricky for some students to navigate, but their sensitivities and phobias may cause them to withdraw from certain situations. 

It's not uncommon, for example, to exhibit self-soothing behavior — called “stimming” — such as hand-flapping or rocking back and forth, or to use earplugs or noise-canceling headphones to avoid overstimulation. Some Summer LIFE participants and mentors found it helpful to squeeze to relieve anxiety. 

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On Day 3 of Summer LIFE, the participants were in a classroom equipped with six full kitchens, built for use by the Department of Family and Consumer Sciences. They had just learned various food-storage methods and were setting about puncturing baked potatoes, seasoning broccoli and roasting chicken for lunch. 

The mentors — all of whom were paid through donor support — circulated, offering the cooks support and chatting amiably. Most already knew each other through weekly peer-to-peer coaching sessions at BMAC. All had benefited from BMAC’s resources themselves. Third-year major Dulce Galvez, who had received accommodations for test-taking and anxiety, praised the program for its understanding and support.  

“It’s a fast-paced world,” she said, “but we still need to be accommodating students.” 

Another mentor, Snapdragon Williams, a graphic design major, shared their story of dealing with panic attacks during a painting class last spring. With BMAC’s intervention, Williams was allowed necessary breaks and received support from their professor.  

Williams, a third-year student who said they have always found it difficult to make and retain friends, marveled at the casual chatter filling the room. 

“I really think it’s helping people,” Williams said. “I’ve seen people making friends, having conversations. It’s just a great way to connect.” 

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That means a lot coming from Williams, who registered with BMAC in 2021 but only began using its services in 2024. 

“They sent me reminders and were super nice about it; it still took me three years,” they admitted. “I will be honest: I’m not good at making phone calls.”