Leaving school: a comparison of the worries held by adolescents with and without intellectual disabilities

Abstract

The differences between the groups' worries may be linked to differences in life experience and expectations. Consideration should be given to the specific worries of adolescents at the stage of leaving school. Doing so may allow solutions for their concerns to be identified, thus easing distress and leading to a less stressful transition.

What Effect Does Transition Have on Health and Well‐Being in Young People with Intellectual Disabilities? A Systematic Review

“…; Young et al . ). Methodologies in these studies were primarily qualitative, including semistructured interviews (Chamberlain et al .…”

“…; Young et al . ). Young people with intellectual disabilities ruminated more about these worries and were more distressed by them than a control group without intellectual disabilities (Forte et al .…”

“…; Young et al . ). Sexual relationships were also potentially of concern, with sexual health being a key issue for this population during transition (Chamberlain et al .…”

“…; Biggs & Carter ; Young et al . ). Given the notion that transition is a universal phenomenon (Hudson ), this is an important limitation of the studies included, in that it is vital to accurately assess the differential impact that transition has on those with an intellectual disability compared to those without, in order to adequately inform future care, supports and policy.…”

“…; Biggs & Carter ; Young et al . ), the majority found no significant cause for concern in the non‐disabled groups, and, in cases where there were negative findings for those without intellectual disabilities (e.g. Young et al .…”