The primary-to-secondary school transition for children on the autism spectrum: A multi-informant mixed-methods study

Abstract

Background and aims: Children diagnosed with an autism spectrum condition are known anecdotally to be especially vulnerable during the transition to secondary school. Yet, very little is known about the child-, school-and system-level factors that can potentially make changing schools particularly difficult for these children. Here, we report on a mixedmethod study, which examined the factors that influence a successful school transition for autistic children in one local education authority in England. Methods: Fifteen children were seen twice in the space of four months -once during the final term of their mainstream primary school and again during the first term of secondary school. Parents and teachers were also interviewed at both time points. Results: Overall, our participants reported negative experiences of their transition to secondary school -regardless of the type of secondary provision (mainstream or specialist) to which they transferred. None of the child-level factors measured during the pre-transition phase, including verbal ability, autistic symptomatology, sensory responsiveness and anxiety, predicted children's transition success four months later. Rather, transition success appeared to be predominantly related to several school-and system-level factors, including tensions over school choice, delays in placement decisions, lack of primary preparation and communication between schools. Identity-related issues were also a key concern for many children, which appeared to have a particularly negative influence on adjustment to their new school. Conclusions: We identified predominantly negative experiences of primary-to-secondary transition for the autistic children sampled here, which appeared to be accounted for largely by school-and system-level factors. Implications: Applying interventions that are designed to ease the transition to secondary school by modifying the school environment before, during and after transition to improve the fit between the autistic child and their educational environment should go some way in tackling school-related barriers to a successful transition for these children. System-level changes in the way that local authorities manage the transition process may also improve children and families' experiences.

Parent perspectives on autistic girls’ friendships and futures

“…The current findings suggest that autistic girls may benefit from mental health and social support from the beginning of the transition to secondary school, a time that is widely recognised by researchers, educators and parents as especially challenging for young autistic people (Ashburner, Ziviani, & Rodger, 2010;Makin, Hill, & Pellicano, 2017;Sproston et al, 2017). This transition may be particularly difficult for autistic girls, however, as they face a significant jump in what is expected of them socially in adolescence, with peers suddenly communicating in more sophisticated and complex ways, alongside managing the practicalities of high school that are described by autistic boys in the existing literature (Humphrey & Lewis, 2008;Makin et al, 2017). Although our data cannot speak to the potential similarities and differences in the school transition experiences of autistic girls and boys, as we did not interview the parents of autistic boys, this would be an important focus for future research.…”

Systematic literature review of primary‒secondary transitions: International research

“…It should be noted that attendance cannot be a proxy for engagement and motivation, and neither can we assume that a child who is attending classes regularly is experiencing positive transitions. It is also worth noting that Makin et al () reported that students with additional support needs (n = 15) had negative school experiences, regardless of the type of educational establishment they moved to, suggesting that these children’s needs were not met, whether they attended a mainstream or special school.…”

“…The majority of researchers appear to have focused on the challenges associated with transition, such as the negative impact on academic grades (Hopwood, Hay, & Dyment, ) and psychological wellbeing (Jackson & Schulenberg, ), an increase in externalizing behaviours (Palmu, Närhi, & Savolainen, ) and less positive attitudes towards subjects (e.g., Mathematics, García, Rodríguez, Betts, Areces, & González‐Castro, ). Authors have highlighted the particular challenges faced by children and young people considered more vulnerable during transition, such as those with additional support needs, due to heightened anxiety (Peters & Brooks, ; Mandy, Murin, Baykaner, Staunton, Cobb, et al, ; Mandy, Murin, Baykaner, Staunton, Hellriegel, et al, ; Makin, Hill, & Pellicano, ). However, some authors have challenged the emphasis on the negative features of moving to secondary school and propose counterbalancing this with positive aspects, such as increased subject choices in secondary school (Jindal‐Snape & Foggie, ; Jindal‐Snape, ; Jindal‐Snape & Cantali, ; Jindal‐Snape, Cantali, MacGillivray & Hannah, ).…”

Autistic girls and school exclusion: Perspectives of students and their parents

“…Although there is a strong need to focus research efforts on girls and women on the autism spectrum (Pellicano et al, 2014), inappropriate school environments, a lack of staff understanding and breakdowns in relationships have been repeatedly raised by parents and young autistic people (mostly boys) in other studies, albeit in different environments (e.g. Brede et al, 2016;Makin et al, 2017). Future studies could investigate if/how variables such as social anxiety and friendship affect exclusion in girls compared to boys, as while the overall themes may be similar, the fine-grained content may differ.…”

“…Humphrey and Lewis (2008), for example, found that anxiety, sensory-sensitivities, bullying and low selfimage contributed to negative secondary school experiences in their sample of 20 autistic boys. More recently, Dillon, Underwood and Freemantle (2016) reported how 14 autistic secondary school students (11 boys, 3 girls) were positive about their environment and appreciated good relationships with staff; reiterating how calmer atmospheres and positive staff-pupil relationships are potentially crucial to inclusion (Brede et al, 2016;Lloyd & O'Regan, 1999;Makin, Hill & Pellicano, 2017;Michael & Frederickson, 2013;Robertson, Chamberlain, & Kasari, 2003).…”