A Qualitative Study on the Role of High School in Supporting the Transition to Post‐School Life for Young Men With Intellectual Disabilities

ABSTRACT Background The transition to adult life is complex for young men with intellectual disabilities, who face limited opportunities in education and the workplace. Though schools should support this process, little is understood about how these individuals prepare for the transition. Methodology Fifteen participants, including seven young men with intellectual disabilities, seven legal guardians, and a Ministry of Education inspector, were interviewed to provide insights on preparing for post‐school life transition. Findings Findings highlighted that while young men with intellectual disabilities had generally positive high school experiences, preparation for transition was minimal despite existing educational policies. Conclusion The present findings highlight an implementation gap in Riyadh, where educational policies regarding IEPs are not implemented as intended, and vocational training policies fail to reach their full potential due to partial implementation. Communication between schools and families remained limited, even though students reported positive experiences at school.