Preparing Autistic Teens in Hong Kong for University Admission Interviews

For many families in Hong Kong, university admission is one of the biggest milestones of the school years. Alongside HKDSE or IB results, many programmes also invite shortlisted students to an admission interview, and for teens with autism spectrum disorder (ASD), this can be the most daunting part of the whole process.

The good news is that interview skills can be taught and practised. In this post, I share what families can expect and how to help your teen walk into the room feeling prepared.

What university interviews in Hong Kong can look like

Interview arrangements vary between universities and programmes, but there are a few common features:

• Timing. Some programmes interview before HKDSE results are released, from around January to June, while others interview after results in July. At HKU, for example, most post-results interviews take place in late July.
• Format. CUHK notes that programmes usually schedule "bilingual small group or individual interviews". This means your teen may need to answer questions in English, Cantonese or both.
• Group interviews. In a small group interview, students may be asked to discuss a topic together while interviewers observe how they share ideas, listen and respond to others.
• Overseas interviews. Students applying to the UK may face their own formats. Oxford and Cambridge interview shortlisted applicants for most courses, and many medical schools use Multiple Mini Interviews (MMIs), a series of short, timed stations.

Whatever the format, interview performance is usually one of several factors in the final decision, so good preparation can make a real difference.

Why interviews can be especially challenging for autistic teens

An interview is not only a test of knowledge. It is also a social performance, and this is often where autistic students find it hardest to show what they know. Common challenges include:

• Open-ended questions such as "Tell us about yourself", which can be difficult to answer without a clear structure
• Reading the interviewer, such as knowing when an answer is long enough or noticing a follow-up cue
• Turn-taking in group discussions, including knowing when to speak, how to build on someone else's idea and how to disagree politely
• Unfamiliar situations, such as a new building, unexpected questions or last-minute changes to the schedule
• Anxiety, which can make it harder to think clearly and communicate strengths

In my research and teaching, I have seen many capable students struggle to demonstrate their true abilities in situations like these. It is rarely a question of what they know, and much more about having the right strategies to communicate it.

Practical ways to prepare

1. Practise with someone unfamiliar. Practising with parents is helpful, but interviews are with strangers. Mock interviews with a new person help students get used to that feeling.
2. Build a flexible structure, not a script. Memorised answers can fall apart when a question is phrased differently. A simple structure, such as point, example, link, gives students something to hold on to while still sounding natural.
3. Practise group discussions. Rehearse joining a conversation, building on other people's ideas and summarising the group's views. These skills can be broken down and taught.
4. Prepare for the unexpected. Practise responding to unfamiliar questions with phrases such as "That's an interesting question. Could I take a moment to think?"
5. Plan the day. Visit the campus or look at photos in advance, plan the route and timing, and talk through what will happen from arrival to departure.
6. Practise in the interview language. If the interview may be bilingual, give your teen opportunities to practise answering in both languages.

Can students ask for support?

Yes. JUPAS gives applicants the option to share information about a disability, including autism, on a voluntary basis, with supporting documents. The institutions state that this helps them provide help and advice at an early stage and give appropriate consideration to the applicants concerned. For specific interview arrangements, it is worth contacting the admissions office of each university directly.

For UK applications, students can share their needs in the UCAS application. Oxford, for example, encourages disabled applicants to contact their college before the interview if they need specific adjustments, such as extra reading time or changes to interview timings.

Whether or not to disclose is a personal decision, and it is worth talking this through as a family.

How SLEducation can help

As a UK-trained Special Educational Needs teacher, I work one-to-one online with teens and young adults to prepare for university and job interviews. Sessions focus on practising real interview situations, including individual and group formats, and building the confidence to communicate strengths clearly and naturally. I work with families across Hong Kong and Macau, and sessions are available in English.