If you have an autistic child looking to progress into further education (FE) in the UK, chances are that you have felt abandoned by both their school and the prospective college. Whilst the transition from primary to secondary school may have seemed more informed and managed by the school, the move from secondary to post-16 provisions is left to the student and their trusted adult(s). The National Autistic Society reported in 2023 that their Education Help Line had seen a significant increase in calls from parents crying out for help in supporting their child’s move to college, reporting exclusions due to, they felt, a lack of understanding of their child’s specific needs (NAS Education Report 2023, 2023).
In this article, I hope to shed some light on the transition process and offer a guide for parents and carers to help make the process as smooth as possible for everyone. I elected to write this piece for three reasons: the first is that I am a formally diagnosed autistic woman; secondly, I have worked in FE for over 20 years, specifically focusing on SEND learners in the mainstream system; and finally, I have a 13-year-old autistic son who is looking to go into a post-16 provision. As a teacher, I am acutely aware of the lack of reliable information and the effect this has on parents. As an autistic person, I recognize most of the learning environments were constructed and curated without a thought for sensory overload, and the effect this has on learning. As a parent, I want some practical strategies I can apply to support my son through the transition.
What Are the Main Difficulties Facing Autistic Learners in Their Transition from High School to Further Education?
When moving from one education setting to another, autistic learners will acutely feel the loss of known elements and the impact of forced changes to their routine, teachers and support staff, social circles, safe spaces and predictability. Without the correct support from the high school, the new college, and the caregivers, this period of adjustment can lead to significant burnout, withdrawal, and a decrease in self-confidence. All these can cause a reluctance to engage, oftentimes leading to dropping out of education (Candace Weaver-Dowds, 2025).
As well as coping with their child’s reaction to the transition, parents report a significant failing in the sharing of Educational Health Care Plans and support plans between the high school and new college. When my own child moved from primary to secondary, their support plan was not passed onto the relevant people during the transition period. This resulted in six-weeks of tears and tantrums as he struggled during unstructured playtimes and moving between classroom whilst I battled (and managed) to get him access to the “Enhanced Resource provision for children with Cognition and Learning Difficulties” built into the high school (Co-op Academy Walkden, 2025). Frustrated parents on Mumsnet echo this experience, speaking of being unable to communicate with schools, struggling to access all the relevant paperwork, and the lengthy process of securing the support set up in their school (mumsnet.com, 2025). All of this can lead to caregivers feeling helpless, confused, and frustrated.
What Can Caregivers Do to Support Their Child in the Transition from Secondary to Further Education?
Obtain copies of all your child’s support documentation – The Education (Pupil Information) (England) Regulations 2005 states that if a child attends a mainstream government-run school, anyone with parental and/or caring responsibilities has the right to access their child’s education records and information via a Subject Access Request (SAR) sent to the school’s Board of Governors. This would include all academic achievements, the EHCP and support plans, teacher correspondence and any disciplinary incidents (Child Law Advice, 2025). Once you have these records, make your own copies and give one to the relevant Additional Learner Support worker you will encounter during the in-person college enrolment day, or email them to the college’s Special Educational Needs Coordinator (SENCo).
Know your own and your child’s education rights – Under the Equality Act 2010, no child can be discriminated against based on their disability, including prospective students. All educational providers are legally obliged to take “positive steps to ensure that disabled pupils have equal rights to education and the provision of services.” (Child Law Advice, 2025). You have the right to request: a 121 tour of the campus when it is quieter; a 121 meeting with the child’s personal tutor (ensuring you get their contact details and that your child’s support needs are explained fully); a specific date, time and location (a quiet space away from the main area, for example) for the face-to-face enrolment during the college’s admission period; as well as course documentation such as student subject outlines and a list of assignment deadlines. Contact the college’s SENCo or Admissions Manager to make these requests.
Be actively involved in creating the Transition Plan – Planning early, ensuring all plans are person-centered (making a child’s thoughts and feelings, as expressed by them, the foundations of the plan) and insisting on the involvement of everyone in a child’s support circle are three key elements The National Autistic Society recommend when working with the school to create the Transition Plan (whether they have an EHCP or not). Significant energy needs to be given to how the child’s anxiety can be kept to a minimum, which might include meeting staff on a 121 basis (TIP: ask to see the quiet zones and sensory areas, as well as quiet eating spaces and nature areas your child could go to when needed), a tour of the facilities and classrooms, and even incorporating Social Stories (if this is a known and accepted practice to the child) (Autistic Society, 2023a).
If a child has an EHCP, a Local Authority must ensure that from year 9 onwards, all reviews must include goals relating to preparing for adulthood. For example, in year 9 a goal might be set that requires a child to work with their support team to explore post-16 provisions alongside their aspirations. In year 10, families will be invited to discuss specific colleges and apprenticeships and will be encouraged to attend open evenings (TIP: attending an open evening later rather than at the start ensures that less people are present). Year 11 should see the plan made definite, including contingency plans in case the child does not get their predicted grades (TIP: most colleges offer lower levels of each course, and sometimes a prospective learner’s portfolio can be the deciding factor to the course leader). Your Local Authority will publish which provisions are available for SEND learners which is called the “Local Offer” (National Autistic Society, 2020).
Ensure you receive a copy of the Transition Plan to pass onto the SENCo if needs be. When interviewed by the Society, parents reported finding it “really helpful” to both them and their child having a solid transitional protocol in place (Autistic Society, 2023a), significantly reducing everyone’s anxiety.
Prioritize the social as well as the academic – When asked by researchers, autistic learners were oftentimes more concerned with the non-academic than the academic aspects of college (Anderson, Stephenson and Carter, 2017). As a teacher, I believe social connections play a strong role in keeping learners in college. One of my first priorities during the first week of the course was developing peer relationships via a class trip, short and light-hearted tasks completed in pairs, as well as informal discussions with each student to learn what special interests they shared with their other classmates. Students would often support their peers in class, pushing them to attend via texts and providing a level of emotional support teachers could not offer. These social relationships do not come naturally to most autistic students; therefore, efforts should be made to involve the learner in college extra-curricular activities and clubs, and most colleges offer peer mentorship schemes. Clubs and societies outside of college are also vital as they develop the social skills necessary to build connections in the classroom, and these can align more with the child’s special interest(s). Whilst much has been written on the pros and cons of online friendships, many autistic students (including my son) find strong social connections in the online world with both schoolmates and those further afield. Establishing and maintaining a healthy dialogue with your child about their online activities will both show your interest and hopefully dispel any concerns.
In this article, I aimed to shed some light on the transition process and offer a usable guide for parents and carers to help make the process as smooth as possible for everyone. Whilst every child’s needs are different, if something in this article positively helped you support an autistic learner’s transition from secondary to FE, then my work here is done.
Emma Sharrocks, BA, MA, PGCE, is a formally diagnosed autistic woman, full-time Applied Psychology degree student, and former Further Education teacher. She can be reached at emmasharrocks@hotmail.com.
References
Anderson, A.H., Stephenson, J. and Carter, M. (2017). A systematic literature review of the experiences and supports of students with autism spectrum disorder in post-secondary education. Research in Autism Spectrum Disorders, 39, pp.33–53. doi:doi.org/10.1016/j.rasd.2017.04.002.
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Candace Weaver-Dowds (2025). Fostering Safety and Stability for Autistic Adults During the Transition from College to Career. [online] Autism Spectrum News. Available at: autismspectrumnews.org/fostering-safety-and-stability-for-autistic-adults-during-the-transition-from-college-to-career/ [Accessed 26 Nov. 2025].
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Co-op Academy Walkden (2025). Special Education Needs. [online] Co-op Academy Walkden. Available at: www.walkden.coopacademies.co.uk/sen [Accessed 29 Nov. 2025].
GOV.UK (2010). Equality Act 2010. [online] Legislation.gov.uk. Available at: www.legislation.gov.uk/ukpga/2010/15/contents [Accessed 29 Nov. 2025].
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mumsnet.com (2025). Secondary school place ASD/EHCP already falling apart | Mumsnet. [online] Mumsnet.com. Available at: www.mumsnet.com/talk/special_educational_needs/4351483-Secondary-school-place-ASD-EHCP-already-falling-apart [Accessed 29 Nov. 2025].
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National Autistic Society (2023b). Long awaited SEND Improvement Plan released. [online] www.autism.org.uk. Available at: www.autism.org.uk/what-we-do/news/long-awaited-send-improvement-plan-released [Accessed 29 Nov. 2025].
