Navigating the Home-to-School Transition

Abstract

Learners with Autism Spectrum Disorder (ASD) struggle to transition from home to school, especially in South Africa, where limited awareness and under-resourced schools create additional challenges. There is a lack of research on these transitions, particularly in township schools. This research aims to examine the challenges faced by learners with Autism Spectrum Disorder (ASD) in Soweto during the transition to school. The study was conducted at a school for learners with special educational needs in Soweto. Participants included N = 7 individuals: two learners, two teachers, two parents, and one School-Based Support Team (SBST) coordinator. A qualitative case study design within an interpretivist paradigm was used. Data were gathered through semi-structured interviews, classroom observations, and reflective journals. Thematic analysis, guided by Creswell (2013), was used to interpret patterns in the data. Three central themes emerged: (1) Lack of knowledge, (2) Psychosocial challenges, and (3) Limited collaboration. This study emphasises that successful transitions for learners with Autism Spectrum Disorder (ASD) depend on enhancing knowledge, psychosocial support, and collaboration among parents and teachers. Effective transition from home to school for learners with ASD requires strengthened autism-specific knowledge among parents and teachers, improved psychosocial support strategies, and robust collaboration across the school, home, and external professionals. Consistent routines and coordinated engagement are critical for reducing transition-related distress and promoting smoother adjustment. This study offers insights into supporting learners with ASD in South Africa during their transition from home to school through effective collaborative strategies.