Barriers to School and Work Transitions for Youth With and Without a Disability During The COVID-19 Pandemic: A Qualitative Comparison

ABSTRACT

To explore barriers to school and work transitions for youth with and without a disability during the COVID-19 pandemic. An interpretive descriptive qualitative approach involving in-depth interviews. Greater Toronto Area, Ontario, Canada which was considered a hot zone for COVID-19 cases and deaths. A purposive sample of 35 youth (18 with a disability;17 without), aged 16-29 (mean age 23). Not applicable. Semi-structured interviews with participants. Our findings revealed several similarities and some differences between youth with and without disabilities regarding barriers to school and work transitions during the COVID-19 pandemic. Key themes related to these barriers involved (1) difficult transition to online school and working from home (i.e., expense of setting up home office, technical challenges, impact on mental health), (2) uncertainty about employment (i.e., under-employment, difficult working conditions, difficulty finding work, disability-related challenges) and (3) missed career development opportunities (i.e., cancelled or reduced internships or placements, lack of volunteer opportunities, uncertainties about career pathway, longer-term impact of pandemic). Our findings highlight that youth with disabilities may need further support in engaging in meaningful and accessible vocational activities that align with their career pathway. None.