For many young people, the end of secondary school brings one big question: what next? For adolescents with ASD, this transition can be especially challenging. During my Master's dissertation, I explored the two most common pathways, university and vocational training, and how schools in Macau support students as they make this decision.
The university route
Research shows that university enrolment among students with ASD is on the rise. University can offer a fresh start, especially for students who may have experienced bullying at school, and a chance to meet peers who share and value their interests. Interestingly, studies also suggest that some families view university as a safer, more structured option than transitioning right away to the unpredictability of the job market.
With that said, university also brings challenges. Students with ASD tend to have lower completion rates than their neurotypical peers, often because of difficulties with planning, organising and managing time. At school, these difficulties may have been supported through individual education plans and classroom accommodations. At university, that close support is often no longer there, and independent living can add further pressure.
The vocational route
Vocational education and training focuses on practical skills for specific careers and can be an excellent option for students who are not suited to, or simply not interested in, university. One common critique, however, is that vocational programmes often teach the tasks of a job well but place less emphasis on the "soft skills" needed to get and keep that job. This matters, as research suggests that people with ASD are more likely to lose a job because of social and communication difficulties than because they cannot do the work itself.
What I found in Macau
In my interviews, a clear pattern emerged. Mainstream schools, both local and international, tended to guide students towards university. This is understandable in a culture that places great value on academic achievement, and in many ways it reflects the high hopes that schools and families have for young people. However, it did mean that there were few vocational or employment-focused alternatives for students with ASD in mainstream settings, and university support was usually general rather than tailored.
One young person I interviewed, who had recently left school in Macau, reflected that his school prepared students well for higher education, but less so for work. He also shared that he had felt too anxious to talk about his future, and suggested that students like him need gentle encouragement to share their worries earlier.
In contrast, the local SEN school I learned about offered a well-organised system of vocational training, interview preparation and internships, including placements with some of Macau's large hospitality companies. One teacher estimated that around 80% of students who were motivated to work went on to find employment. This is a really encouraging example of what structured, individualised transition support can achieve.
A surprising gap for more independent young people
One of the findings that surprised me most was that young people who need less support do not always have an easier path into work. A study by Taylor and Seltzer (2011) found that young adults with ASD who did not have an intellectual disability were less likely to be taking part in employment or daytime activities after school than those who did. The researchers suggested that this group may be missing out because their needs are not considered high enough to qualify for adult services, yet they still face real difficulties working independently.
My research in Macau pointed to a similar pattern. Organisations such as the Fuhong Society of Macau and the I Can Too (IC2) Association do valuable work, but their vocational programmes are mainly designed for people who need a higher level of support, and many of these roles may not match the skills, interests and talents of more independent young people with ASD, often described as level 1. At the same time, mainstream schools may not offer the tailored transition support these students need. As a result, this group can sometimes fall between the gaps: too independent for specialist services, but still finding traditional hiring and workplace expectations difficult.
What this means for families
There is no single right pathway. The best choice depends on each young person's strengths, interests and needs. Whichever route is chosen, early planning, open conversations about the future and explicit teaching of skills like communication, organisation and interview technique can make a real difference.
If your teen or young adult is preparing for university interviews or their first job, SLEducation offers one-to-one online sessions to help build these skills with confidence.
This post is based on research I conducted for my MA 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). The research was carried out in 2024.
