“We aren’t given the same chances”: Autistic young people’s experiences of transitioning to adulthood following the Children and Families Act 2014

Authors

Abstract

Changes to special educational needs and disability (SEND) legislation in England were implemented in 2014, aiming to provide a radically different system for young people with SEND. In this research, we evaluated the impact of these changes from the perspective of autistic young people aged 16-25 years. Using an online survey and interviews, we examined young people’s views on three key principles of the SEND reforms: the help and support provided to them; whether they were given a say in the choices and support that they were offered; and their satisfaction with their educational journeys and outcomes. The results painted a mixed picture. Our sample of young people reported varied experiences regarding the help and support they received, and how much of a say they had regarding the choices and support available to them. The types of schooling they accessed played a role here, with young people in mainstream schools highlighting particular challenges in accessing appropriate support. Parental advocacy was crucial in this regard, as was having key ‘champions’ in the form of teachers who really knew the young people well. The need for the development of general life and self-advocacy skills was apparent however, especially in preparing the young people for life after school. Encouragingly, most of our participants were generally happy with their current situation, despite identifying several areas for further improvements. Overall, the results highlight the importance of listening to - and learning from - autistic young people; throughout their educational journeys but especially as they transition to adulthood.

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