The Transition Pilot Programme was launched in September 2023 as part of Ireland’s Comprehensive Employment Strategy for People with Disabilities. Delivered across 20 schools in North Dublin and Galway, Phase 1 of the Programme aimed to improve post-school transitions for approximately 90 students with disabilities. Schools received 12 additional teacher hours per week to support tailored transition activities, including life skills development, work experience, and career guidance. A Project Coordinator facilitated training, shared learning, and inter-agency collaboration with partners such as the HSE, BITCI, and the National Learning Network.
The evaluation commissioned by the National Council for Special Education and conducted by the Social Policy team at Fortia Insight (formerly RSM Consulting – Strategy, Economics and Policy). It used a mixed-methods approach including surveys, interviews, focus groups, and workshops to assess implementation, impact, and scalability.
Challenges
Despite strong engagement, several challenges were identified during Phase 1 of the evaluation:
- Staffing shortages and recruitment issues, particularly in special schools and urban areas, limited capacity to deliver the full 12 hours of support.
- Administrative burden, especially around Excel-based tracking tools, created time pressures for teachers
- Inconsistent employer engagement and delays in work placement arrangements affected the delivery of work-related learning.
- Funding gaps for transport and trips restricted access to meaningful transition experiences.
- Variable school commitment and uneven programme embeddedness risked sustainability beyond the Pilot period.
- Limited parental engagement, due to GDPR constraints and competing responsibilities, reduced opportunities for collaborative planning.
- Weak inter-agency coordination and late confirmation of post-school placements created uncertainty for students and families.
- Survey attrition and data limitations impacted longitudinal tracking and reduced the ability to measure long-term outcomes.
Impacts
Despite these challenges, the Pilot delivered significant positive outcomes:
For Students
- Over 90% felt supported in planning their transition; 44% felt “very prepared” to leave school (up from 28%).
- 80% of parents agreed the Pilot improved awareness of post-school options.
- Students developed confidence, independence, and employability skills, with 81% of parents reporting improvements in independent living.
- 53% achieved their planned post-school pathway, and 86% were satisfied with their destination.
- Emotional support and early engagement with external organisations helped reduce anxiety and broaden aspirations.
For Schools
- Teachers gained knowledge and confidence in transition planning.
- Some schools began to embed transition support into whole-school practices.
- Improved capacity to identify and support students earlier.
- Increased visibility in local communities and stronger links with external organisations.
- A cultural shift emerged toward viewing transitions as a shared responsibility.
For Stakeholders
- Strengthened collaboration between schools, agencies, and employers.
- Local employers became more open to inclusive hiring.
- Parents reported greater involvement in planning and decision-making.
- The Pilot contributed to the development of local ecosystems that could reduce pressure on adult disability services.
The CES Transition Pilot Phase 1 was largely implemented as intended and demonstrated clear benefits for students, schools, and stakeholders. It aligns with national goals for inclusive education and employment, and provides a strong evidence base for scaling transition support. However, successful national rollout will require sustained investment, flexible delivery models, and system-level reform to embed transition planning across all schools. Phase 2, launched in 2024, expands the Pilot to 40 special schools with revised support hours, continuing the journey toward more equitable post-school outcomes for students with disabilities.