Abstract
Transition to high school is a turbulent time for any student, but arguably more so for students with disability who have increased risk of challenges in academic, socio-emotional, self-determination skills, and other domains. This systematic literature review comprises a systematic search locating relevant international research studies published in English in peer-reviewed journals between 2012 and 2022. Thirty-nine articles met the inclusion criteria. Transition planning facilitators and barriers from included studies were analysed and synthesised employing Bronfenbrenner's bio-ecological model and Kohler et al.’s Taxonomy for Transition Programming 2.0. The findings emphasise that effective support for students with disabilities requires a personalised, student-centred, and collaborative approach supported by systemic factors (e.g., policies, needs-based resources, and high-quality training for school staff).
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