Learning from neurodivergent students about their mental health and wellbeing during transition to secondary school: A Systematic Review

The impact of transition from primary to secondary education for neurodivergent children is an issue that has received little attention in the existing literature. By adopting a neurodiversity- informed framework, we systematically review and synthesise current knowledge in relation to the child-reported effect that this transition has on the psychosocial wellbeing and mental health of children with neurodivergences such as autism, developmental language disorder, and down syndrome. Eleven studies met the inclusion criteria. Our review highlights gaps and limitations of the existing literature with inconclusive findings on the impact of the transition to secondary school on neurodivergent pupils’ mental health. Methodological challenges, limitations and priorities for future research into school transition for neurodivergent children are discussed. The theoretical and educational implications of this review for the development of evidence-based interventions studies targeting the transition period from primary to secondary education for neurodivergent children are discussed.