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Completion of Upper Secondary Mainstream School in Autistic Students in Sweden.

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Title: Completion of Upper Secondary Mainstream School in Autistic Students in Sweden.
Authors: Stark, Isidora (AUTHOR), Rast, Jessica E. (AUTHOR), Lundberg, Michael (AUTHOR), Döring, Nora (AUTHOR), Ohlis, Anna (AUTHOR), Idring Nordström, Selma (AUTHOR), Rai, Dheeraj (AUTHOR), Magnusson, Cecilia (AUTHOR)
Source: Journal of Autism & Developmental Disorders. Oct2025, Vol. 55 Issue 10, p3622-3630. 9p.
Subjects: Attention-deficit hyperactivity disorder, Research funding, Psychology of high school students, Autism, Sex distribution, Logistic regression analysis, Students with disabilities, Mainstreaming in special education, Classification of mental disorders, Descriptive statistics, Longitudinal method, Odds ratio, Academic achievement, Asperger's syndrome, Data analysis software, Confidence intervals, Psychosocial factors, Comorbidity, Nosology
Geographic Terms: Sweden
Abstract: Higher education is an increasingly necessary achievement to attain employment. However, even in cases where a student has the academic skills to succeed, educational environments may not support students across all other domains necessary for education success, including social and communication needs. This is especially true for students with disabilities and autistic students, where the rate of completion of non-compulsory education is unknown. We used the Stockholm Youth Cohort (children aged 0–17 years from 2001 to 2011), a total population cohort (N = 736,180) including 3,918 autistic individuals, to investigate the association between autism without intellectual disability and completion of upper secondary education. We assessed the impact of sex and co-occurring Attention-Deficit/Hyperactivity Disorder (ADHD) on this association. By age 20 years (the expected age of completion), 68% of autistic students and 91% of non-autistic students admitted to upper secondary education had completed. In logistic regression models adjusted for student demographics, autistic students had almost five-fold higher odds of not completing secondary school (OR 4.90, 95% CI 4.56 5.26) compared to their non-autistic peers. Autistic students with ADHD had particularly high odds of non-completion of upper secondary school. Autistic students without intellectual disability attending mainstream education are substantially less likely to complete upper secondary education as compared to their peers. These findings have implications for the appraisal of how inclusive school policies serve autistic students' academic and social needs, ultimately addressing population health and independent living. [ABSTRACT FROM AUTHOR]
Copyright of Journal of Autism & Developmental Disorders is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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  Data: Completion of Upper Secondary Mainstream School in Autistic Students in Sweden.
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  Data: <searchLink fieldCode="AR" term="%22Stark%2C+Isidora%22">Stark, Isidora</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Rast%2C+Jessica+E%2E%22">Rast, Jessica E.</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Lundberg%2C+Michael%22">Lundberg, Michael</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Döring%2C+Nora%22">Döring, Nora</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Ohlis%2C+Anna%22">Ohlis, Anna</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Idring+Nordström%2C+Selma%22">Idring Nordström, Selma</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Rai%2C+Dheeraj%22">Rai, Dheeraj</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Magnusson%2C+Cecilia%22">Magnusson, Cecilia</searchLink> (AUTHOR)
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  Data: <searchLink fieldCode="JN" term="%22Journal+of+Autism+%26+Developmental+Disorders%22">Journal of Autism & Developmental Disorders</searchLink>. Oct2025, Vol. 55 Issue 10, p3622-3630. 9p.
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  Data: Higher education is an increasingly necessary achievement to attain employment. However, even in cases where a student has the academic skills to succeed, educational environments may not support students across all other domains necessary for education success, including social and communication needs. This is especially true for students with disabilities and autistic students, where the rate of completion of non-compulsory education is unknown. We used the Stockholm Youth Cohort (children aged 0–17 years from 2001 to 2011), a total population cohort (N = 736,180) including 3,918 autistic individuals, to investigate the association between autism without intellectual disability and completion of upper secondary education. We assessed the impact of sex and co-occurring Attention-Deficit/Hyperactivity Disorder (ADHD) on this association. By age 20 years (the expected age of completion), 68% of autistic students and 91% of non-autistic students admitted to upper secondary education had completed. In logistic regression models adjusted for student demographics, autistic students had almost five-fold higher odds of not completing secondary school (OR 4.90, 95% CI 4.56 5.26) compared to their non-autistic peers. Autistic students with ADHD had particularly high odds of non-completion of upper secondary school. Autistic students without intellectual disability attending mainstream education are substantially less likely to complete upper secondary education as compared to their peers. These findings have implications for the appraisal of how inclusive school policies serve autistic students' academic and social needs, ultimately addressing population health and independent living. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Journal of Autism & Developmental Disorders is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1007/s10803-024-06470-8
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      – Code: eng
        Text: English
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      – SubjectFull: Attention-deficit hyperactivity disorder
        Type: general
      – SubjectFull: Research funding
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      – SubjectFull: Psychology of high school students
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      – SubjectFull: Autism
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      – SubjectFull: Sex distribution
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      – SubjectFull: Logistic regression analysis
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      – SubjectFull: Students with disabilities
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      – SubjectFull: Mainstreaming in special education
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      – SubjectFull: Sweden
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