School-to-Work Transition Experiences of Students with Disabilities: A Qualitative Study of Barriers to Sustainable Employment in Punjab, Pakistan

Abstract

Background: Students with disabilities often face significant challenges during the transition from school to work, particularly in contexts where career guidance, vocational training, and inclusive employment opportunities are limited. These barriers can hinder their employability and long-term social inclusion.

Objectives: The study aimed to explore the school-to-work transition experiences of students with disabilities, focusing on the barriers they face and the coping strategies they use during preparation for employment.

Methods: A qualitative research design was employed to gain in-depth insights into the lived experiences of students with disabilities regarding their transition from education to employment.

Results: The findings revealed that students experienced inadequate career counselling, limited access to work-based learning opportunities, weak institutional support, and negative societal attitudes. These factors collectively reduced their employability and confidence. However, participants demonstrated resilience through self-motivation, family support, and informal skill development such as online learning and self-practice. A strong demand for inclusive employment opportunities and disability-friendly workplaces was also identified.

Conclusions: The study concludes that the school-to-work transition process for students with disabilities remains underdeveloped and insufficiently supported. It recommends structured career guidance, strengthened transition planning, improved access to vocational training, and effective implementation of inclusive employment policies to enhance employability and ensure equal participation in the workforce.