Transitioning from primary school to middle school : the experience of students on the autism spectrum in local schools

Abstract

The transition from primary to secondary school represents a significant milestone in a student's educational journey. It greatly impacts students' educational experiences, affecting their intellectual development and social growth. Research indicates that significant challenges during this transition arise from changes in social structures and exposure to diverse learning environments. Students on the autism spectrum are particularly affected by these challenges in comparison to their peers. The transition experiences of students on the autism spectrum have been inadequately addressed in research. This research sought to explore the experiences of students on the autism spectrum during their transition from primary to middle school. Data were collected through interviews with four participants who transitioned from primary school to Maltese state or church middle school. The findings suggest that various factors related to the transition affect students' experiences. The participants described how small schools helped their transition and alleviated their anxiety and worries, which stemmed from a fear of the unknown, commonly known as Intolerance of Uncertainty (IU). Support networks, including family members, guidance teachers, Learning Support Educators (LSE), and psychosocial professionals, were identified as crucial in supporting participants during and following the transition. The presence of empathy and understanding within these support systems was essential, especially during challenging times. Instances of bullying have been reported to negatively affect students' educational experiences. This study offers valuable insight into the academic performance and personal strengths of students on the autism spectrum, emphasising their progress and resilience in these developmental domains. The research advocates the need for reforms in policy and planning processes related to transitions and inclusive education. Individualised transition strategies that provide students sufficient time to become acquainted with their new school environment prior to the transition are crucial for mitigating anxiety. The study highlights the necessity for educators to enhance their understanding of autism through ongoing training, alongside increased efforts by professionals to engage more effectively with the students' perspective. Research indicates that students on the autism spectrum require more effective transition procedures, particularly through their involvement in the decision-making process during the pre-transition phase.