“I want to do more in life than just…be a disability person”: Young people with intellectual disability speak out about life after school

Abstract Background The transition from school to adult life is challenging for young people with intellectual disability. The study aim was to explore young people’s experiences of transition and post-school options and whether experiences were influenced by the ‘choice and control’ impetus in current disability policy in Australia. Methods A co-designed, qualitative study. Thematic data analysis of surveys, semi-structured interviews, and focus groups with 27 young people with intellectual disability. Results Participants found transition planning at school inconsistent or lacking and felt excluded from decision-making about their lives. Accessing meaningful services, training, and employment beyond volunteering was challenging and enduring, leaving participants in perpetual state of transition, feeling lost, and missing out of adult milestones. Conclusions Policy, system, and service gaps must be addressed with a nationally consistent and accountable approach that truly supports choice and control for young people with intellectual disability in transitioning from school into meaningful adult lives.