Study Links Perceived Stress and Auditory Sensitivity in Autistic and Non-Autistic University Students

October 16, 2026 2 Min Read

Introduction

Auditory hypersensitivity is a common experience among autistic individuals, potentially impacting their academic performance, social interactions, and overall well-being. Despite this, the relationship between perceived stress and how individuals subjectively experience auditory sensitivity has not been extensively studied in autistic university students, a group facing considerable cognitive, social, and sensory challenges.

Study Overview

A recent cross-sectional comparative study investigated the association between perceived stress and subjective auditory sensitivity in university students with and without autism spectrum disorder (ASD). The research involved 68 participants, including 30 students with a formal ASD diagnosis and 38 non-autistic students who reported no neurological or auditory disorders.

Methods

Participants completed two key assessments: the Perceived Stress Scale-14, which measures the degree to which situations in one’s life are appraised as stressful, and the Khalfa Auditory Sensitivity Questionnaire, which evaluates subjective auditory sensitivity across various dimensions. Statistical analyses compared the two groups and explored correlations between stress and auditory sensitivity scores.

Key Findings

The study found that autistic students reported significantly higher levels of perceived stress and greater subjective auditory sensitivity compared to their non-autistic peers (p < 0.001). This difference was consistent across all subscales of the auditory sensitivity questionnaire.

Within the autistic group, moderate positive correlations emerged between perceived stress and total auditory sensitivity (rho = 0.39; p = 0.035), particularly relating to attentional aspects of auditory processing (rho = 0.39; p = 0.034).

Interestingly, although auditory sensitivity scores were generally lower in the non-autistic group, the association between perceived stress and auditory sensitivity was stronger and more consistent across all subscales in this group (rho = 0.62; p < 0.001).

Interpretation and Implications

The findings suggest that perceived stress is linked to subjective auditory sensitivity among university students regardless of whether they have an autism diagnosis. However, the notably higher auditory sensitivity in autistic students may indicate a broader sensory vulnerability that is not solely explained by stress levels.

For families and educators, this underscores the importance of recognizing sensory sensitivities in autistic students, which may affect their stress experiences and academic engagement. Tailored support strategies addressing both sensory and stress-related challenges could improve well-being and participation in university settings.

Limitations and Considerations

As a cross-sectional study, the research cannot establish cause and effect between stress and auditory sensitivity. The reliance on self-reported measures also introduces subjectivity. Further longitudinal research is needed to better understand how stress and sensory sensitivities interact over time in autistic and non-autistic populations.