Beyond the “service cliff”: experiences of an inclusive postschool transition program for autistic youth with intellectual disability

Purpose Autistic youth with intellectual disability (ID) are underrepresented in transition research and services, particularly in programs that prioritize social inclusion, emotional wellbeing and autonomy. This study explores stakeholder experiences of Campus Life, an inclusive, postschool transition program designed specifically for autistic youth with ID. Design/methodology/approach This qualitative study drew on multiple stakeholder perspectives. Accessible, visually supported surveys were completed by four autistic participants. Survey data from participants were analyzed descriptively to capture their priorities at program entry. In-depth interviews were conducted with six parents, and eight staff participated in focus groups or individual interviews. Reflexive thematic analysis was used to generate key themes across parent and staff data. Findings Participant surveys revealed interest in friendship and enjoyable activities, with more varied interest in work or further learning. Thematic analysis of parent and staff data generated four themes: (1) a supportive and structured environment, (2) growing into independence, (3) finding confidence in connection and (4) uncertain future access to a valued opportunity. Stakeholders perceived Campus Life as promoting psychological safety, social growth and autonomy in ways not commonly achieved through traditional employment-focused models. Originality/value This is one of the few studies to foreground the experiences of autistic youth with ID within a postschool transition program. It highlights the importance of holistic, person-centered supports that extend beyond employment to address broader developmental and social goals. The findings support rethinking what successful transition can look like for this population.