Establishment in productive occupations and perceived work ability among former students with special educational needs one year after upper secondary education.
Moa Yngve, Helene Lidström, Helena Hemmingsson and 1 others
PMID 36591681WHAT IT FOUND
One year after school, 63% of students with special needs were working or studying.
Those who passed all subjects and did not need time-management aids were more likely to be established. Interviews revealed daily routines and workplace support were key barriers to work ability.
Key findings
0163% of participants were established in work or higher education one year after leaving upper secondary school.
02Participants established in work or education had passed all subjects and had received less time-assisting ICT than those not established.
03In interviews, difficulties with daily routines and lack of supportive management were cited as interfering with work ability.
STILL TO COME
How it was doneWhat they foundWhat it means for OTs
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What it does not show
The response rate for the questionnaire was only 36%, which may introduce selection bias. The qualitative interview sample was very small (n=20), limiting the generalizability of the findings about work ability. The study was cross-sectional, so it cannot determine if the ICT intervention itself caused the differences in employment outcomes. Participants who did not respond were not significantly different from those who did, but the high drop-out rate remains a concern.
The easy way to misread this
Do not conclude that time-assisting ICT harms employment prospects. The study shows an association where students who needed more support were less likely to be established, likely reflecting greater underlying functional challenges rather than the devices causing the outcome.