Parental and Student Participation in Transition Planning: Factors Influencing Involvement

Participation in transition planning is widely recognised as a key factor influencing the long-term outcomes of students with disabilities; however, involvement from both students and their families is often inconsistent and shaped by multiple influences. This study examined factors associated with student and parental participation in transition planning within the Saudi context, focusing on student self-determination and parental challenges. A cross-sectional quantitative design was used, involving 104 female students with disabilities in middle and high schools in Riyadh and their family members. Data were analysed using descriptive statistics, confirmatory factor analysis, and structural equation modelling. Findings revealed a strong positive association between student and parental participation, highlighting their interdependent nature. Student self-determination significantly predicted student participation, while parental involvement was influenced by contextual barriers, particularly the absence of a transition coordinator. Parental income showed a negative association with participation, suggesting context-specific influences. The study contributes by integrating student and family variables within a single model, offering a comprehensive understanding of participation as a relational and context-dependent process. Findings emphasise strengthening student autonomy and improving structural supports to enhance participation in transition planning.