Parental perspectives on the transition to secondary school for students with Asperger syndrome and high‐functioning autism: a pilot survey study

Abstract

The transition to secondary school is a common cause of stress and anxiety, which can be exacerbated by the innate characteristics associated with Asperger syndrome (AS) and high‐functioning autism (HFA). This study aimed to explore experiences of the transition to secondary school for students with AS/HFA from the parental perspective. Seventeen parents of children with AS/HFA from the north of England completed an online questionnaire about their child's school transitional experience. Responses indicated that there were a number of factors that influenced the experiences of pupils with AS/HFA at school and the preceding transition, including anxiety, bullying, friendship and support at school. Girls with AS/HFA presented with unique issues not commonly seen in the male dominated condition. The transition to secondary school was seen to encompass a number of difficulties for students with AS/HFA. Health and educational services can learn from the experiences explored in this survey in order to inform future practice.

Experiences of educational transition: young women with ASD, and the staff supporting them, speak

“…However, these could be difficult to arrange, given the need to balance both the college teaching timetable and the student's need to prepare for their GCSEs. In line with previous findings (Adreon and Stella, 2001;Peters and Brooks, 2016), the most common activity was holding 'taster' days, which had been attended by two of the students interviewed. At these, they were given a tour of the facilities and a 'mock' class or workshop.…”

“…Educational transition is recognised as a difficult process for many students but is even more challenging for those with ASC (Mandy et al ., 2012;Peters and Brooks, 2016). Their stereotyped and repetitive behaviours associated with ASC make the organisational changes necessarily associated with transitions additionally difficult.…”

“…Provision of somewhere to go if students © 2019 NASEN became overwhelmed was seen as an important academic adjustment by many students. Other adjustments included having instructions written down as well as presented verbally and being provided with additional teacher aide time to support them over the period of change (Adreon and Stella, 2001;Dann, 2011;Dillon and Underwood, 2012;Dixon and Tanner, 2013;Peters and Brooks, 2016;Tobias, 2009).…”

School connectedness and the primary to secondary school transition for young people with autism spectrum conditions

“…The experience of transition for young people with ASC appears, in many ways, to be similar to that of their TD peers, such as adapting to new organizational/structural demands and understanding the expectations of multiple subject staff (e.g., Coles, ), as well as anxieties about forming relationships with a new peer group (e.g., Peters & Brooks, ). However, what may be qualitatively different for young people with autism is the level of intensity with which these concerns are felt, necessitating greater preparation for transition (Dann, ).…”

“…In particular, the social aspect of transition, including psychosocial adjustment, emerges from these transition studies. Positive peer relationships were found to be protective, with peer support and friendships linked to a more positive move to secondary school (e.g., Dillon & Underwood, ), while poorer relationships (including being bullied) were associated with more problematic experiences (e.g., Peters & Brooks, ). Nevertheless, there are inconclusive findings in terms of the extent to which anxiety may be heightened during transition (i.e., Hannah & Topping, , reported no apparent trends while Peters & Brooks, ; highlighted its presence at unstructured times).…”