For many young people, the final years of secondary education are a mix of excitement and uncertainty. The question of ‘what’s next?’ looms large, and the choices – whether to pursue higher education, enter the workforce, or explore vocational training – can feel overwhelming. Schools and colleges play a crucial role in guiding students and their families through this transition, with careers guidance being a key part of that support.

Careers guidance can take many forms, from work experience opportunities to career-focused lessons and one-on-one meetings with advisors. Research has consistently shown that engaging in these activities increases the likelihood that a young person will transition successfully into further education, employment or training (Andrews, 2019). But what about autistic young people?

The transition to adulthood can be particularly challenging for autistic students. Studies show that they often face more barriers and experience poorer outcomes than their non-autistic peers when it comes to securing employment or continuing their education (White et al., 2024). This raises an important question: If careers guidance is proven to be beneficial for young people in general, is it having the same positive impact for autistic students?

The truth is, we don’t know nearly enough about how careers guidance is being used to support autistic young people, let alone what impact it is having. That’s why our recent study (Dexter et al., 2025) set out to explore this issue by gathering insights from staff from special schools who were responsible for their schools’ career guidance provision. In total, 103 of these members of staff completed our online survey and 20 also took part in an interview to share some more in-depth views about the topic. Our goal was to understand how careers guidance is being provided to autistic students, to identify what is working well and shed a light on potential barriers.

The current landscape: What’s happening for autistic young people in special schools?

Careers guidance in England is largely shaped by the Gatsby Benchmarks – a framework designed to ensure high-quality careers provision (DfE, 2023). Our research found that special school staff value this framework, using it to guide their approach to careers education. However, special schools also recognise that careers guidance cannot be a ‘one-size-fits-all’ process. Staff reported taking a highly personalised approach, tailoring guidance to meet the individual strengths, needs and aspirations of their students.

‘One particularly positive finding was that 85 per cent of special schools in our study offered work experience opportunities.’

One particularly positive finding was that 85 per cent of special schools in our study offered work experience opportunities. These placements are carefully designed to match students’ interests and capabilities, from placements in local businesses to on-site roles within the school environment. Schools are also making efforts to provide personalised one-to-one careers guidance, often delivered by professionals who understand autism and the specific barriers their students may face.

Challenges in delivering careers guidance

While our study highlighted the creativity and dedication of special school staff, it also uncovered significant challenges. Work experience placements, although highly valued, are often difficult to secure. Many employers lack awareness of how to support autistic employees, leading to missed opportunities. Furthermore, logistical barriers – such as transport difficulties and funding constraints – limit students’ access to real-world work environments.

Additionally, careers guidance in special schools often needs to be reframed. Traditional ideas of ‘careers’ may not align with the varied pathways that autistic young people take. Special schools are expanding their approach to include a broader definition of work, recognising that employment is just one part of a fulfilling adult life.

Where could improvement be made?

Our findings suggest the following three core areas for improvement.

• Greater employer awareness and training: More needs to be done to educate employers about the strengths and contributions of autistic employees, alongside practical guidance on how to create inclusive work placements.
• Increased collaboration: Special schools could play a vital role in sharing best practices with mainstream schools, helping to develop more autism-friendly approaches to careers guidance.
• A broader definition of careers: Careers guidance should acknowledge and support diverse pathways, including volunteering, supported internships, and roles that align with each student’s unique interests and abilities.

Looking forward

Special schools are working hard to support autistic young people in their transition to adulthood and this study represents an important step in understanding how careers guidance is provided to autistic young people in special schools. However, the conversation must continue. Future research should include the perspectives of autistic students themselves, ensuring that their voices shape the policies and practices designed to support them.

This blog post is based on the article ‘Special school staff perspectives on how careers guidance is provided to their autistic young people’ by Sam Dexter and colleagues, published in the British Educational Research Journal.

References

Andrews, D. (2019). Careers education in schools: The history of the development of careers education in England and a critical examination of policy, practice and possibilities for the future. High Flyers Publishing.

Department for Education [DfE]. (2023). Careers guidance and access for education and training providers. https://www.gov.uk/government/publications/careers-guidance-provision-for-young-people-in-schools   

Dexter, S., Remington, A., McAuley, R., Willans, A., Gross, J., Culmer, K., Littlebury, N., & Crane, L. (2025). Special school staff perspectives on how careers guidance is provided to their autistic young people. British Educational Research Journal. Advance online publication. https://doi.org/10.1002/berj.4169    

White, L. M., Adams, D., Simpson, K., & Malone, S. A. (2024). Transitioning on from secondary school for autistic students: A systematic review. Autism in Adulthood. Advance online publication. https://doi.org/10.1089/aut.2023.0193