What happens to young people with autism spectrum disorder (ASD) once they leave school? This was the question that shaped my Master's dissertation in Special and Inclusive Education at the University of Nottingham, and it is a question that has stayed with me ever since.

As a UK-trained Special Educational Needs (SEN) teacher who has lived and worked in Macau for many years, I have supported many students with ASD, with a wide range of strengths and support needs, through their school years. However, I often wondered what the next chapter looked like for them. Barriers to employment for people with ASD are a global issue, and even in countries with strong disability policies, autistic adults remain one of the groups most likely to struggle to find and keep work. With that said, every country and region has its own culture, opportunities and support systems, and I wanted to understand what this looks like specifically in Macau.

A unique context

Macau is a special place. Its Portuguese heritage sits alongside a culture, economy and education system that now align closely with those of Mainland China. When I began my research, I quickly discovered that there was very little published literature on autism and employment in Macau. For this reason, I drew on research from both Macau and Mainland China, alongside international studies, to build a fuller picture.

How I carried out the research

Alongside a literature review, I conducted semi-structured interviews with people who each had a different connection to this topic. These included:

  • a young person with ASD who had recently completed school in Macau
  • teachers from both international and local SEN settings
  • a school counsellor
  • a participant with a family member on the spectrum
  • a Macau resident with a background in psychology and neurodevelopmental conditions
  • a human resources professional from Macau's hospitality industry

The sample was small, so the findings cannot speak for everyone. However, hearing from such a range of perspectives gave me a valuable insight into what is working well and where young people may need more support.

What I explored

My research explored several key areas, including:

  1. The pathways available after school: university or vocational training?
  2. How social communication, executive functioning and routine can affect life at work
  3. The important role that families play
  4. The support that Macau offers through government and community organisations
  5. Some hopeful signs and ideas for the future

What I found

A few key insights stood out from my research:

  • The biggest barriers are often not the job itself. Both the research and my interviews suggest that young people with ASD are usually capable of the tasks involved. The greater challenges tend to come from interviews, workplace communication, unwritten social rules and unexpected changes.
  • Specialist transition support makes a real difference. Local SEN schools in Macau offer structured vocational training, interview preparation and internships, with encouraging results. In local mainstream and international schools, the focus tends to be on university, and transition support for students with ASD is usually more general.
  • Families carry much of the responsibility. Many young people rely on their families to explore options and make decisions about their future, often long after school has ended.
  • Macau offers valuable support, with room to grow. Government schemes and community organisations provide meaningful help, but most are designed for the wider disability community. More independent young people with ASD, who may not qualify for specialist services, can sometimes fall between the gaps.

For me, the most important conclusion is that social communication and interview skills can be taught, practised and improved. With the right preparation and understanding, many more young people with ASD could show employers what they are truly capable of.

This research also shapes the work I do today at SLEducation, where I support teens and young adults with social communication, finding employment and interview preparation. If you are a parent, educator or young person navigating this transition, I hope you find this useful.

This post is based on my dissertation, "What are the Post-Education Career Opportunities and Challenges for Adolescents with Autism Spectrum Disorder (ASD) in Macau S.A.R, China?", submitted for the MA in Special and Inclusive Education at the University of Nottingham (2024) and awarded a Distinction. The research was carried out in 2024.