Time trends in post-school outcomes for young Australians with intellectual disabilities

BACKGROUND: Young people with intellectual disabilities experience persistent disadvantages in post-school outcomes. This study examined trends in post-school outcomes for young Australians with intellectual disabilities over a 10-year period, relative to peers with other disability types or no disabilities. METHOD: Using data from four waves of the Survey of Disability, Ageing and Carers (2012-2022), outcomes were examined for 20-29-year-olds with intellectual disabilities. Outcomes across five domains were examined: school completion, further education, labour force participation, income and government support. RESULTS: Analyses showed a persistent pattern of inequality across all domains. While secondary school completion improved, these gains did not translate to further education or employment - gaps widened in both areas. Economic inequality, including low income and reliance on government support, remained unchanged. CONCLUSION: Despite major policy investment, outcomes remain poorer for this group. Greater focus on inclusion and coordinated cross-sector support is required to address entrenched inequities.