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Why transitions matter

Transitions are some of the most defining moments in a young person’s life. Moving from primary to secondary school, progressing into higher education and entering employment are key milestones that shape future opportunities. At a recent Kingston University London panel, researchers and practitioners explored how to better support diverse learners through these stages.

Transitions are not simply logistical changes; they are emotional, social and developmental experiences. While many young people approach them with anticipation, others – particularly those with additional needs or neurodivergent profiles – may experience significant challenges. The panel focused on understanding these experiences and identifying strategies to foster smoother, more inclusive pathways.

Resilience in primary to secondary school transition

The transition to secondary school was explored through the lens of resilience. Rather than a fixed trait, resilience was conceptualised as a dynamic process shaped by relationships, environments and lived experiences.

The presentation addressed how resilience is understood, how it is expressed during transition and how children with cleft lip and palate (CL/P) navigate this stage. Drawing on longitudinal research (Clifford & Prior, 2025), the findings emphasised the importance of a whole-family approach. Using Bronfenbrenner’s Ecological Theory, resilience was shown to emerge from interactions between the child and their wider systems – family, school and community (Bronfenbrenner, 1979).

‘When inclusive school cultures are fostered and families remain involved, children are better supported to manage change and build resilience.’

A key takeaway was the importance of preparation. Early planning, strong collaboration between schools and families, and ongoing parental engagement were identified as crucial. When inclusive school cultures are fostered and families remain involved, children are better supported to manage change and build resilience.

Transitioning to university: Autonomy and support

The move from school to university introduces new complexities, particularly for autistic students (Fabri & Andrews, 2016). Increased independence can be empowering but may also create gaps in support. One key issue is the reduced role of parents, as data protection laws limit their involvement without explicit student consent (Van Hees et al., 2018).

Focus groups involving students, parents and professionals identified four key themes: intersectionality; the evolving parental role; complex tensions; and inclusive access. These highlight how transition experiences are shaped by overlapping personal, social and institutional factors.

Practical strategies included providing quiet and sensory-friendly spaces, ensuring clear and co-ordinated communication, and adopting anticipatory approaches to support. Encouraging students to develop identity and belonging through social participation was also seen as central. The discussion emphasised that universities need to embed inclusive practices as standard, rather than expecting students to adapt to existing systems.

From university to work: Bridging the gap

The transition into employment remains particularly challenging. Despite strong motivation to work, only around 3 in 10 working-age autistic adults are employed, reflecting wider structural inequalities (Buckland, 2024). Interviews with autistic young adults highlighted several barriers, including uncertainty around career pathways, limited tailored guidance and anxiety surrounding disclosure to employers. Many participants described a ‘cliff edge’ after university, where structured support ends abruptly and continuity into employment is limited. However, the research also identified clear enablers of positive transitions. These included early and personalised planning, mentoring relationships, clear communication and employers who actively value neurodiversity. The findings underline the need for stronger alignment between higher education and employment systems. Co-production was central to this work, with autistic individuals contributing as co-researchers to ensure findings reflected lived experience. This informed the development of a university-to-work transition toolkit, offering recommendations for inclusive recruitment, structured planning, mentoring and communication.

‘Many participants described a “cliff edge” after university, where structured support ends abruptly and continuity into employment is limited.’

Moving forward: A collective responsibility

Across all stages, a consistent message emerged: effective transitions require co-ordinated and sustained support. Families, educators, institutions and employers all play a role in shaping outcomes. The panel concluded with a collaborative activity to co-create a flexible ‘transition support toolkit’, grounded in shared principles of early preparation, clear communication, ongoing support and inclusion.

Final thoughts: Stepping stones not barriers

Transitions can be both vulnerable and transformative. When support systems are inclusive and connected, they become opportunities for growth rather than barriers. By listening to lived experiences and working collaboratively across sectors, transitions can be reimagined as pathways where every learner has the opportunity to thrive.

References

Bronfenbrenner, U. (1979). The ecology of human development: Experiments by nature and design. Harvard University Press.

Buckland, R. (2024). The Buckland Review of Autism Employment: Report and recommendations. UK Government.

Clifford, K., & Prior, J. (2025). How do children with a cleft lip and/or palate negotiate the secondary school transition in the UK? School Psychology International, 47(1), 29–52.

Fabri, M., & Andrews, P. C. (2016). Hurdles and drivers affecting autistic students’ higher education experience. INTED2016 Proceedings.

Van Hees, V., Roeyers, H., & De Mol, J. (2018). Students with autism spectrum disorder and their parents in the transition into higher education. Journal of Autism and Developmental Disorders, 48(10), 3296–3310.