Is transition an (adult) problem? – experiences of autistic students during the transition from primary to secondary school

Abstract

Recent research indicates that the transition from primary to secondary school is an important step in students' lives. Although this step is often expected to be even more challenging for autistic students, there are new hints that the transition could also be an opportunity and not necessarily a negative period. Sixteen autistic students in France were interviewed three times during their first year of secondary school (6 th grade) regarding their transition to secondary school. They presented a positive self-image and preferred secondary school over primary school for various reasons. They focused on their everyday life in secondary school rather than problematising the transition, which in most cases had been planned and prepared by the adults in their life. Their positive experiences and unique views on the transition and the first year of secondary school could contribute to a more optimistic and inclusive transition planning. Therefore, the study provides original accounts from a group of participants who are often neither involved in transition planning nor in transition research.

Exploring the experiences of autistic pupils through creative research methods: Reflections on a participatory approach

“…The challenges of obtaining informed assent were mitigated by maintaining an ongoing awareness of participant behaviour and engagement in the research. However, visual tools such as ‘stop’, ‘move on’, or ‘break’ cards (Goodall, 2018; Richter et al, 2022) or emoji palettes (Howard et al, 2019) may provide an additional layer of agency in how children engage with the research.…”