Broken bridges—new school transitions for students with autism spectrum disorder: A systematic review on difficulties and strategies for success

Abstract

Transitioning to a new school is often challenging for students with autism spectrum disorder. Few studies have examined the transition needs of students with autism spectrum disorder or the benefits of specific supports. This review synthesizes research findings on the difficulties that school transitions pose for students with autism spectrum disorder and their parents and teachers, and the strategies used to support students and parents during school transition. The review included 27 studies (10 examining the transition to primary school, 17 the transition to secondary school), with data from 443 students with autism spectrum disorder, 453 parents, and 546 teachers, across four continents (North America, Europe, Africa, and Australia). Studies reported that children with autism spectrum disorder struggled with anxiety and increased social pressure, their parents felt overwhelmed with complex placement decisions and worried about the well-being of their children, and teachers strove to provide appropriate supports to their students with autism spectrum disorder, often with inadequate resources. Findings indicated that the most useful strategies involved helping the student adjust to the new school setting, individualizing transition supports, clarifying the transition process for parents, and fostering communication both between the sending and receiving schools, and school and home.

Short Report: Social Perception of High School Students with ASD in Norway

“…Many studies focus on important challenges for students with ASD and especially considering transitions between schools (Nuske et al 2018). This study shows that in addition to the many challenges autistic students face, school transitions can be a new and positive start for some.…”

School refusal behaviour: Are children and adolescents with autism spectrum disorder at a higher risk?

“…The Norwegian Government has stated that teachers' competence is a key adaptation of the educational environment, necessary for the inclusion of students with disabilities (109). This statement is supported by teachers, who report that understanding the characteristics of students with ASD and having access to best practice training is necessary to support the students' academic, social and personal development (27,102,104,108,110,111).…”

“…Furthermore, collaborative teams of schools supported by external professionals are regarded as crucial for success (27,111). However, several obstacles have been identified by teachers (102,110,111). One is the tension between different layers in school which comprises a lack of understanding from the school administration of the social and learning difficulties characterizing students with ASD and interpersonal disagreement between general teachers, special teachers and educational assistants.…”

“…These tensions could impede the development of a culture that accepts and welcomes diversity among the students (102,111). The prioritization of resources by the administration for teachers to enhance their competence and adapt the education was another reported obstacle (110,111). Additionally, the lack of adequate support and guidance from external services could negatively impact the teachers' abilities to adapt the education and further leave the teachers unsupported in their challenges concerning teaching students with ASD (102, 111, 112).…”

Expectations of the transition to secondary school in children with developmental language disorder and low language ability

“…In addition to the increase in social/emotional pressure during the transition to secondary school, there is also more academic pressure for students (Nuske et al ., ). Gray () found ‘coping with work’ to be a recurring theme of concern for TD children prior to the transition.…”