Belonging, routine and loss: a photovoice study of post-school transitions for young people with intellectual disability

Young people with intellectual disability face distinct challenges as they move from school into adult life. Most existing research focuses on narrow indicators of ‘success’, such as education or employment. Mental health and wellbeing are rarely examined, and young people’s own perspectives remain largely absent. This study addresses this gap by using photovoice to explore how young people with intellectual disability understand wellbeing during the post-school transition period. Five young people with intellectual disability (aged17–28) in Victoria, Australia, shared photographs and stories about their everyday lives. Discussions explored the meanings behind these images and the experiences shaping their wellbeing. Routine, social connection and belonging emerged as central to how wellbeing was maintained. Predictable routines and regular social contact offered stability, while their loss created isolation and uncertainty. The findings highlight the need for greater attention to the relational conditions that support wellbeing during this critical period of change.