National Transitions to Adulthood Strategy for Young Disabled People

Why a Transitions Strategy?

“Transitions from school can be scary; change is a big thing to navigate, and knowing what it will entail is hard.” Young Person, engagement session on the strategy

There is already well-documented evidence that the planning and support for young disabled people who are making the transition to young adult life could be improved.

In February 2023, the Scottish Government published a literature review of existing Scottish, UK and International evidence on the experiences of young disabled people during their transition to adulthood, taking account of both ‘institutional transitions’ (e.g. from child to adult services) and ‘life-course transitions’ (the changes that occur as a result of a young person entering a new life-stage e.g. leaving school or pursuing independent living).

The findings from the literature review, along with the personal testimonies heard throughout the development of this strategy, share many similarities in their descriptions of struggles to access the right support at the right time, and to navigate complex systems and services that do not always seem to be working together.

We have heard that the common experiences of transitions can include:

• Stress and uncertainty for the young person;
• Difficulties transferring from child to adult services;
• Changes in eligibility for services, and support arrangements;
• A sharp drop in support;
• Inadequate transitions planning;
• Lack of clear information about the transitions process;
• Lack of joined-up working (such as communication and collaboration) between services and other partners;
• Inadequate account being taken of young people’s capabilities, views, needs and aspirations; and
• Stress and difficulties faced by family members relating to their young person’s transition.

These challenges are said to be especially problematic for young disabled people with ‘complex needs’; a term which has been heard in different contexts through the development of the strategy. In our Statement of Intent: Engagement Analysis we described how respondents had used this term to describe young people who: have complex or multiple healthcare needs; have significant care needs; have a life-shortening condition; require support for transitions across multiple sectors e.g. education, health, independent living and social care; have a profound learning disability; and/or otherwise lack capacity for decision making.

Many of the challenges facing young disabled people in their transition to adulthood have also been heard through:

• The Education, Children and Young People Committee’s consideration of the Disabled Children and Young People (Transitions to Adulthood) (Scotland) Member’s Bill.
• Consultation responses to the proposed Learning Disability, Autism and Neurodivergence Bill.
• The Economy and Fair Work Committee’s Inquiry into the Disability Employment Gap.
• Responses to the ‘Moving on’ from care into adulthood consultation.
• The Care Inspectorate’s thematic review of disabled children and young people’s experiences of social work services.
• CELCIS’ Children’s Services Reform research

The Scottish Government statistics for attainment and initial leaver destinations for 2023-24 shows that school leavers from publicly funded mainstream secondary schools in Scotland who were declared or assessed disabled were less likely to have a positive destination three months after leaving school (93.3%) than leavers who were not declared or assessed disabled (95.8%).

Although the statistics for those declared or assessed disabled who were in a positive destination three months after leaving school have been increasing year on year (92.6% in 2020-21; 92.3% in 2021-22; 93.2% in 2022-23), we are determined to make more progress to change this narrative to make the transitions journey for every young disabled person a smoother and more positive one.

That is why a commitment was made in the 2021 Programme for Government to introduce a National Transitions to Adulthood Strategy.