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Journal article
Completion of Upper Secondary Mainstream School in Autistic Students in Sweden
Journal of autism and developmental disorders
17 Jul 2024
PMID: 39017805
Featured in Collection : Research Supported by Drexel Libraries' OA Programs
Abstract
Higher education is an increasingly necessary achievement to attain employment. However, even in cases where a student has the academic skills to succeed, educational environments may not support students across all other domains necessary for education success, including social and communication needs. This is especially true for students with disabilities and autistic students, where the rate of completion of non-compulsory education is unknown. We used the Stockholm Youth Cohort (children aged 0–17 years from 2001 to 2011), a total population cohort (N = 736,180) including 3,918 autistic individuals, to investigate the association between autism without intellectual disability and completion of upper secondary education. We assessed the impact of sex and co-occurring Attention-Deficit/Hyperactivity Disorder (ADHD) on this association. By age 20 years (the expected age of completion), 68% of autistic students and 91% of non-autistic students admitted to upper secondary education had completed. In logistic regression models adjusted for student demographics, autistic students had almost five-fold higher odds of not completing secondary school (OR 4.90, 95% CI 4.56 5.26) compared to their non-autistic peers. Autistic students with ADHD had particularly high odds of non-completion of upper secondary school. Autistic students without intellectual disability attending mainstream education are substantially less likely to complete upper secondary education as compared to their peers. These findings have implications for the appraisal of how inclusive school policies serve autistic students’ academic and social needs, ultimately addressing population health and independent living.
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Details
- Title
- Completion of Upper Secondary Mainstream School in Autistic Students in Sweden
- Creators
- Jessica E Rast (Corresponding Author) - Drexel University, A.J. Drexel Autism InstituteIsidora Stark - Karolinska InstitutetMichael Lundberg - Karolinska InstitutetNora Döring - Karolinska InstitutetAnna Ohlis - Karolinska InstitutetSelma Idring Nordström - Karolinska InstitutetDheeraj Rai - University of BristolCecilia Magnusson - Karolinska Institutet
- Publication Details
- Journal of autism and developmental disorders
- Publisher
- Springer Nature
- Number of pages
- 9
- Grant note
- University of Bristol UT6MC45902 / Health Resources and Services Administration (HRSA) of the U.S. Department of Health and Human Services (HHS) - Autism Transitions Research Project MC_UU_00032; MC_UU_00032/02; MC_UU_00032/04; MC_UU_00032/6 / MRC; UK Research & Innovation (UKRI); Medical Research Council UK (MRC) University Hospitals Bristol Weston NHS Foundation Trust NIHR Biomedical Research Centre at the University of Bristol
- Resource Type
- Journal article
- Language
- English
- Academic Unit
- A.J. Drexel Autism Institute
- Web of Science ID
- WOS:001270453900001
- Scopus ID
- 2-s2.0-85198842471
- Other Identifier
- 991021893411604721
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- Collaboration types
- Domestic collaboration
- International collaboration
- Web of Science research areas
- Psychology, Developmental