Using Life Course Theory to Explore the Association Between Autistic Traits, Child, Family, and School Factors and the Successful Transition to Secondary School.

HIGH schools; PARENTS; STATISTICAL correlation; MENTAL health; ATTENTION-deficit hyperactivity disorder; RESEARCH funding; AUTISM; SCIENTIFIC observation; QUESTIONNAIRES; MULTIPLE regression analysis; FAMILY relations; DESCRIPTIVE statistics; LONGITUDINAL method; LIFE course approach; TRANSITIONAL programs (Education); QUALITY of life; STATISTICS; ACADEMIC achievement; SOCIODEMOGRAPHIC factors; EDUCATIONAL attainment; SLEEP disorders

Life Course Theory contends that school transitions can interrupt academic and wellbeing trajectories, depending on child, family, and school factors. Hierarchical regression analyses examined how autistic traits were associated with school transition outcomes. Autistic traits explained 12% of the variance in Quality of Life (QOL), 24% of the variance in mental health and 9% of the variance in school belonging. When autistic traits were accounted for, gender was a significant predictor of changes in QOL whereas changes in school belonging were predicted by cognitive functioning, parent education, school attendance and school refusal. Changes in mental health after transition were mostly predicted by family factors including family structure, family functioning and parent education but were also significantly predicted by sleep problems. [ABSTRACT FROM AUTHOR]

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