The perspectives of students with Autism Spectrum Disorder on the transition from primary to secondary school: A systematic literature review

Abstract

BackgroundThe transition from primary to secondary school is a period of intense sociocultural and environmental change, which can present specific challenges for children with Autism Spectrum Disorder (ASD). Children’s perspectives are often lacking in research on ASD, and this is also the case for research on children with ASD at the primary to secondary school transition. MethodThis systematic literature review serves an important purpose by comprehensively identifying and synthesising the empirical research on the first-hand accounts of children with ASD in relation to their transition from primary to secondary school. ResultsAcross the results of nine studies that met inclusion criteria, four core themes emerged: relationships, feelings and expectations regarding transition, facilitators and barriers of a successful transition, and heterogeneity of needs relating to ASD. ConclusionThe results emphasise the importance of reducing the concerns of children with ASD through transition planning as well as the adoption of a less negative narrative around the primary-secondary transition. Similar to their typically developing peers, children with ASD can have a positive experience of the primary-secondary transition.