Transition Out of School for Autistic Young People: An Umbrella Review

Authors

Abstract

Objective: An umbrella review to synthesize the fragmented evidence on the experiences and outcomes of transitions out of school for autistic young people, including those with intellectual disability (ID), and to identify recommendations for practice, research, and policy. Methods: An integrated narrative synthesis of 25 reviews covering 435 primary studies. Findings: Reviews were generally well-conducted, but primary evidence quality was variable. Early individualized planning and collaboration were consistent facilitators. Barriers included exclusion from decision-making, fragmented coordination, and uneven access. Long-term outcomes or adverse events were rarely considered. Few reviews included ID-specific analyses or examined intersectionality. Conclusions: The evidence base remains conceptually narrow, with limited guidance on equitable transition outcomes. Recommendations: Plan with, not for, autistic young people, including those with ID and other intersecting identities. Practice, research, and policy should align to prioritize, measure, and report meaningful outcomes.

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