Leaving school

It’s important that autistic pupils, their families and others in their circle of support are involved in planning early. Transition from secondary school can be one of the most life-changing events a young person and their family faces, and the process is often difficult and confusing. Decisions made as we prepare to leave school can have an impact on the rest of our lives.

School leaving age

The date a young person can leave school depends on when they reach their 16th birthday. For example:

if they are 16 during a school year (i.e. 1 Sept to 1 July inclusive), the leaving date is 30 June of that school year
if they are 16 between 2 July and 31 August (inclusive) of any year, leaving date is 30 June of the following year.

A young person can continue education for a further two years after they become 16, although this is not compulsory. Pupils with SEN are eligible to remain in school until the end of that school year during which they turn 19.

Involving everyone in the circle of support

A successful transition plan should involve everyone in a young person’s life who knows them well. Planning should be person centred, focusing on what the young person wants for their future and what matters to them.

Transitions are where we look at the options we have ahead of us. This can include:

going to college 
applying to university 
applying for day opportunities
looking for a job or apprenticeship
volunteering opportunities
moving to your own home or residential accommodation.

The young person may already have an ideal job in mind or a dream to live in a particular place. Their ideas should be taken seriously, so that specific goals that are positive and possible. For example:

I want to be an actor

Goal 1: study the work of someone you admire.
Goal 2: join a local drama or theatre group. 
Goal 3: look into performance arts courses at colleges and theatre schools.

I want to work with animals

Goal 1: read books or watch TV programmes on animal behaviour and care.
Goal 2: volunteer at a local animal shelter.
Goal 3: find out about animal care college courses.

Engaging and supporting the young person

How a young person communicates should not be a barrier to them contributing to their transition. Any planning should allow for them to contribute in the way that is most meaningful to them.

If it's felt that a young person doesn't have the capacity to make their own choices, families and professionals should look at creative ways to include their preferences. This might mean using visual supports, and assessing and recording their reaction as evidence.

Thought should be given to how your child can be supported to reduce anxiety throughout the process.

Early decision making and support strategies can help. This may include:

new support staff working with them prior to the move
visiting the new environment to meet staff and peers
using Social Stories™ or visual supports.

Young people with statements of special educational needs (SEN)

If a young person has a statement of SEN then the first annual review after their 14th birthday and subsequent reviews will focus on their needs as they move into further education, training or employment once they are 16. It should involve professionals from agencies who will be crucial during post school years.

Representatives from your local Health and Social Care Trust and the Careers Service must also be invited to the review meeting. 

The Careers Service will ensure that all further education and training opportunities are considered. They can help identify any specific targets to ensure that independence training, personal skills, social interaction and other aspects of the wider curriculum are fully supported.

A review report and transition plan will be prepared, this should collate information from a range of professionals in the young person’s circle of support.

What type of help with transition can a young person expect? 

Help given to a young person will depend on their individual needs and circumstances. The transition planning should be person centred and involve those in their circle of support, including parents/carers. 

Strategies that can help include:

a visit to their chosen college, university, service or workplace
meeting support staff that are new to them before the transition takes place 
arranging a phased entry 
social stories to help familiarise them with their new environment
individual or group work on preparing for the transition 
mutual sharing information about the young person’s needs, capabilities and difficulties 
strong communication between the young person, their parents and any support services, particularly around their strengths and what they enjoy doing
a key worker or transition co-ordinator 
curriculum activities that will help, such as independent living skills or social skills.

It can also be beneficial for the young person to have a transition plan or to include targets and support strategies from an existing education plan, such as an Individual Education Plan (IEP).

Young people without a statement of SEN

There is no requirement for a transition plan to be prepared for young people who don’t have a statement. However, the special educational needs code of practice states that the EA and the young person’s school may wish to prepare a transition plan and offer guidance to pupils with SEN who are likely to need support when they move to further education or training. This could be school or college link courses or work placements.

Choosing further or higher education

It’s important for a young person wanting to go to college or university to think through the implications of this. Adults involved in helping them plan for transition should make sure that they consider course choices and accommodation decisions carefully.

Useful information about universities can be found on their website.

Finding employment

In the Careers Service, Disablement Employment Advisors (DEAs) can offer careers advice and help with finding suitable employment or training. 

People with disabilities can find information on employment, training, work schemes and rights on the government's website.

Benefits and community care

Autistic young people and their families may be entitled to financial support in the form of social security benefits and social care support.

The amount of support will depend of personal circumstances.  For example, a young autistic adult may be able to care for themselves independently or it is possible that you and or others will continue to care for them. 

Further help from our charity

The National Autistic Society Northern Ireland offers a wide range of quality, personalised support services for people on the autism spectrum and their families and carers. You could also try searching our Autism Services Directory for other services.