Transition Out of School for Autistic Young People:An Umbrella Review

Objective: An umbrella review to synthesise the fragmented evidence on the experiences and outcomes of transitions out of school for autistic young people, including those with intellectual disability (ID), and to identify recommendations for practice, research and policy. Methods: Integrated narrative synthesis of 25 reviews covering 435 primary studies. Findings: Reviews were generally well-conducted, but primary evidence quality was variable. Early individualised planning and collaboration were consistent facilitators. Barriers included exclusion from decision-making, fragmented coordination and uneven access. Long-term outcomes or adverse events were rarely considered. Few reviews included ID-specific analyses or examined intersectionality. Conclusions: The evidence base remains conceptually narrow, with limited guidance on equitable transition outcomes. Recommendations: Plan with, not for autistic young people, including those with ID and other intersecting identities. Practice, research and policy should align to prioritise, measure and report meaningful outcomes.