“I’ve Got to Fight … Our Children Deserve to Reach Their Potential”: Parents of Autistic Children’s Experiences of Transitioning Their Child from Early Years Settings to Formal Schooling in England

The transition from early years settings to formal schooling is a critical period. However, the lived transition experience of parents of autistic children in England is underrepresented. Particularly, their own definition of successful transition remains inadequately understood. This study aimed to establish a parent-derived definition of successful transition into formal schooling and to identify the factors that promote or hinder this process. Applying Interpretative Phenomenological Analysis (IPA), this study conducted one-to-one, semi-structured interviews with four mothers to explore their personal experiences and meaning-making of transitioning their autistic children. Findings revealed that parents define success through a hierarchy of expectations, where a foundation of their child's well-being must be met before they can be appropriately challenged to reach their full potential. This aspiration was frequently undermined by a bureaucratic fight to secure formal documentation. Conversely, a school’s strong inclusive ethos and strong relational support from both professionals and peer networks were identified as the key facilitators. This research challenges the traditional, deficit-based school readiness model. It calls for a shift in focus from a child’s readiness for school to the readiness of schools and support systems to facilitate a successful early transition for autistic children and their families.