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Giorgos Triantafyllou, a fourth-year student at the Theatre School of Aristotle University of Thessaloniki, is on the autism spectrum.
Recently, he addressed an open letter to the Rector of the university, Professor Kyriakos Anastasiadis, and the Deputy Minister of Education for higher education, Professor Nikos Papaioannou. In this letter, he shared the challenges he faces as a student with a significant disability, highlighting an encounter with a professor who essentially dismissed him, stating that he could not be a student due to his condition.
His letter quickly drew a response from Papaioannou, resulting in a meeting on Saturday, June 21, where Giorgos presented his suggestions for creating a more inclusive university.
“Mr. Papaioannou was very attentive and supportive, expressing a willingness to take action. He even assured me that he would bring my concerns to the next meeting of university Rectors,” Giorgos shared with protothema.gr., expressing hope for meaningful support measures for students on the autism spectrum.
Giorgos experiences every stimulus—whether sound or light—multiplied, resulting in overwhelming ‘shocks.’ Controlling his thoughts requires immense effort, making social interactions challenging unless he feels safe.
As a teenager, he faced severe bullying and turned to drugs, even attempting suicide at one point. Nevertheless, he perseveres, striving not just for himself but for others on the autism spectrum. At 23, he has already authored three novels and produced a play.
Today, he is advocating for equitable access to university. He gained admission through national exams and is determined to earn his degree.
Acting promptly, the Deputy Minister of Education reached out to him upon reading his letter. Their meeting took place in the back of a café near the White Tower due to the noise in the front section.
Giorgos’s Journey
Currently in his eighth semester at the Theatre Department of Aristotle University, Giorgos hails from the smaller town of Kozani.
What does it mean for him to be on the autism spectrum? How does he navigate everyday life?
Until he was six, he didn’t speak, leading his parents to believe he was deaf and seek medical advice. In contrast to his calm and compliant siblings, Harry and Anastasia, he exhibited aggressive behavior at school, struggling to conform. “Touching an object felt like an electric shock coursing through my body. Textures, like those of beans, would repulse me, while unexpected sounds triggered intense reactions, resulting in psychosomatic issues,” he explained.
As a student, he faced numerous challenges: “My biggest struggle was interpreting non-verbal cues, which often left me unable to discern jokes or metaphorical statements, making it hard to understand boundaries.”
He received his autism diagnosis in 2011. Years later, his mother pursued occupational therapy training to grasp her child’s experiences better.
His family and therapists describe him as both ‘functional and charismatic.’ He reflects on his journey as a constant battle between ‘triumph and disaster,’ having faced ‘many moments of helplessness.’
School Years
“Except for my first teacher, who often removed me from the classroom, the other teachers in primary school were very supportive. They consistently defended me against complaints from other parents. One teacher, Mrs. Noula Iakovidou, went so far as to take on my class to help me integrate better,” he recalls.
From elementary school through high school, he received Parallel Support.
However, high school was particularly challenging due to severe bullying: “Those years were torturous for me.” Yet, he found some relief in high school classes where his academic performance shone despite the social challenges.
His continued struggles led to focused lessons outside the mainstream class, where his passion for specific subjects could flourish. With the help of an exceptional Parallel teacher who tailored lessons around his interests, Giorgos found ways to excel academically, scoring 13,000 points in the Panhellenic exams. “Autistic individuals are capable of remarkable achievements when their learning styles are accommodated,” he asserts.
Challenges of Autism and Finding Solutions
“My intense anxiety manifested as obsessive-compulsive symptoms in school, especially following a traumatic event when a classmate lost both parents. The overwhelming nature of this event triggered compulsions typical in individuals on the spectrum,” he explains. This inner turmoil eventually inspired him to write his debut novel, ‘Three Worlds,’ as a means of expression.
Transition to University
His first choice, the School of Theatre at Aristotle University, posed significant challenges. Transitioning from the familiarity of Kozani to the bustling environment of Thessaloniki was daunting, compounded by a lack of support.
“Living in the dorms felt impersonal, and I experienced chaos,” he reflects, acknowledging the loss of his support system from home.
He quickly found himself struggling to establish a daily routine, relying on peers to explain concepts and becoming overwhelmed by sensory stimuli. This situation was exacerbated by a lack of Parallel Support, as he had to explore his own way to adapt to the lectures.
Fortunately, one professor, Anna Stavrakopoulou, created an atmosphere of empathy and understanding, allowing him to feel comfortable in class. Yet, by his third year, anxiety about social interactions became overwhelming.
“In the auditorium, any sound felt like a stab to my stomach. I wanted to escape,” he recounts, acknowledging that he was on medication to manage his symptoms. The pressure to engage with faculty led to difficulties with compulsory attendance, especially in the fourth year when many professors pushed for group work.
Motivation for the Open Letter
Four days before writing his letter, a professor’s troubling comments inspired him to reach out for help. The professor questioned his presence in the program due to his disability, causing Giorgos to feel dismissed and unwelcome.
“After explaining my situation, her response was dismissive. In that moment, I felt devalued and considered withdrawing from school altogether. That experience prompted my letter,” he explains, expressing frustration over having to repeatedly advocate for his needs when the university should provide support.
Vision for an Inclusive University
What does an inclusive university look like to him?
“I envision a dedicated committee to guide the university’s disability policy, comprising occupational therapy experts and special education psychologists. Their role would be to advocate for students with disabilities and collaborate with faculty to create an accommodating educational framework,” Giorgos proposes. He emphasizes the importance of specialized support for students on the autism spectrum, including counseling services tailored to their needs.
Giorgos believes continuity of Parallel Support should extend to universities: “Just as I received support in school, similar structures should exist at the university level to help autistic students learn effectively. Instead of telling students they can’t succeed, we should empower them to do what they can.”
In his eighth semester, he has successfully completed 33 out of 58 courses, expecting to reach 40 by September. Looking ahead, he envisions a career working with children, either teaching or writing.
“Writing has been my outlet, a way to cope with my challenges. Every individual on the spectrum navigates their circumstances in a unique way,” he asserts.
How ‘disabled’ does he feel? “Even with an 80% disability diagnosis, there are times I question its validity. I’ve realized that labels don’t define us. My ultimate goal is to show that everyone, regardless of their challenges—be it autism or otherwise—can find a way forward. It’s crucial to address the struggles of others like me and achieve my degree in the process.”
“I take pride in being autistic, and I can’t stand to see anyone face derogatory remarks like I have. I refuse to let other autistic individuals endure similar experiences in university.”
The Open Letter
Dear Kyriakos Anastasiadis, Rector of AUTH, and Nikos Papaioannou, Deputy Minister of Education,
I am writing to express my profound frustration regarding the struggles of students from vulnerable social groups, particularly those of us who are both economically disadvantaged and disabled.
As someone on the autism spectrum, my mental health is precariously fragile, and the support within my department is virtually non-existent. I have contemplated dropping out several times due to feeling unsupported in my academic journey.
The challenges of being diagnosed with Asperger’s, particularly hypersensitivity to sensory inputs, lead to severe discomfort in crowded settings—such as theoretical classes with many others—when group work is emphasized, often to the detriment of my education.
I’ve had to repeatedly explain my condition to numerous professors each semester, advocating for my needs in an environment that should inherently provide the necessary support.
I seek individualized inclusion and understanding, along with a structured framework to guide professors in their interactions with students on the autism spectrum. Verbal examinations are insufficient, and many of us require alternatives in communication and educational approaches.
A system similar to Parallel Support in universities would greatly benefit those like myself. I request your assistance in ensuring my condition and financial situation do not hinder my educational pursuits. I wish to feel supported in this critical stage of my life.
Therefore, I ask for:
1. The establishment of a department dedicated to supporting individuals with disabilities at AUTH and all universities.
2. The elimination of compulsory attendance for students with disabilities, particularly in theoretical courses like those in the Drama program where I study.
3. A formulated approach to examinations, considering the co-occurrence of autism with other psychiatric conditions, including anxiety and depression—a vital aspect for our health.
4. The creation of a Parallel Support initiative or a department tailored for those with developmental disabilities, including autism.
5. An opportunity to discuss my situation directly with you, to explore potential solutions.
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This rewrite maintains the original message while using more concise language and restructuring some sentences for clarity. Let me know if you need further adjustments!
