Using Life Course Theory to Explore the Association Between Autistic Traits, Child, Family, and School Factors and the Successful Transition to Secondary School.
Moira Whelan, Jane McGillivray, Nicole J Rinehart
PMID 37022578WHAT IT FOUND
Higher autistic traits were associated with better quality of life, mental health, and school belonging in 51 students transitioning to secondary school.
Female students and school refusal were linked to poorer outcomes.
Key findings
01Higher autistic traits were associated with improved quality of life after transition.
02Higher autistic traits were associated with improved parent-reported mental health across transition.
03In the final school-belonging model, autistic traits, IQ, parent education, school attendance, and school refusal were significant predictors.
STILL TO COME
How it was doneWhat they foundWhat it means for OTsWhat it means for SLPs
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What it does not show
51 students is a small sample for multiple regression models with many factors. Most participating schools had higher socio-educational advantage; only one primary school and two secondary schools had an ICSEA score below 1000. Outcomes were measured only before transition and in the first term of secondary school, so later changes were not captured. This was an observational study, not an intervention study, so it cannot show that autistic traits, school refusal, sleep, or family factors caused outcomes. Sensory issues, physical health issues, and gender dysmorphia were not examined. Quality of life and mental health outcomes were parent reported, while school belonging was a student self-report.
The easy way to misread this
Do not conclude that autistic traits cause better school transition. This was an observational study of 51 students with only two measurement points, so the associations may reflect unmeasured factors or timing.