2026/03/11 by Louise Maree White, Dawn Adams, Kate Simpson +1 · 1 voice
Neuroscience · Psychology · Social Sciences · #Autism Spectrum Disorder Research #Family and Disability Support Research #Disability Education and Employment
paper · doi:10.1177/21651434261426249
openalex publication_date 2026/03/11 · openalex created_date 2026/03/13 · openalex updated_date 2026/07/18
Transition to post-school life is known to be a time when autistic students encounter additional barriers that may impact their successful movement into adulthood. Preparation for the transition may help autistic students make this change, but little is known about what school staff believe to be important to include in these preparations. Therefore, using the Q-Sort method, this study sought the views of 42 school staff by asking them to rank, and explain their rankings of, the important activities and supports for autistic students transitioning to post-school life. Descriptive statistics and deductive content analysis revealed that school staff rank highly the importance of support from family and friends during this transition. They also prioritise the importance of autistic students developing the skills needed to be independent in post-school life. School staff consistently discussed the need to focus on personalisation of transition support, and that supportive relationships are important for transition success. Notably, the importance of empowering autistic students to make decisions about their post-school lives was not highly endorsed across all participants. This indicates further work is needed to identify and address the reasons for this limited endorsement, as this may help increase autistic students’ involvement in transition preparations.