A qualitative examination of parental experiences of the transition to mainstream secondary school for children with an autism spectrum disorder

Transition to secondary school is challenging for children with Autism Spectrum Disorder (ASD), as it places increased demands on flexibility and social communication. Despite this there is little empirical evidence regarding the specific difficulties faced by children with ASD and their families during this transition. This study explored the experiences of parents of children with ASD during the move to mainstream secondary school. A pre-transition focus group was conducted with seven parents, of whom four were available for a post-transition interview. Data were subjected to Thematic Analysis. Four main themes emerged: (i) parents’ perceptions of the function of education for their child; (ii) the process of preparing the child for transition; (iii) satisfaction with communication networks; and (iv) parental coping. All parents reported that their child needed specific support and believed that the drive for mainstream inclusion had limited the availability of such specialist provision. Parents often reported concerns about a lack of social and emotional support for their child at school. This qualitative study delineates parental experiences of transition from primary to secondary mainstream education for a small group of children with ASD. Our findings can guide future quantitative investigations of the extent of parental concerns in this area and can inform evaluations of relevant interventions.