Middle School Transition for Students with Autism: Considering the Student Perspective of Formal and Informal School Structures

Middle school is a crucial time for students, as it can have a significant impact on long term academic success. A successful transition from elementary to middle school increases the likelihood that a student will experience success. For students with disabilities, middle school transition can be particularly challenging, and this challenge is thought to be especially acute for students with autism. In spite of this, there has been very little research studying middle school transition for students with autism, and what research does exist does not include the students with autism themselves as a primary data source. This study addresses these gaps in the literature by considering student perspectives of systems and structures put into place by schools to assist with the middle school transition. Through a series of focus groups, interviews, and classroom observations, I find a number of themes, including the importance of certain formal structures, including student schedules using a cohort model and embedding social emotional learning in academic classes. Positive student to student and teacher to student relationships can be key in allowing these formal structures to be successful. Moreover, I find that it is possible and necessary to include the voices of students in the conversation when discussing systems designed to help them experience success.