Understanding the experiences of autistic high school students and neurodivergent job coaches in a summer employment program: an interpretive description study

Pegah Firouzeh; Oksana Hlyva; Matt Freeman; Hayli Jang; Briano Di Rezze

doi:10.1080/09638288.2025.2450768

Understanding the experiences of autistic high school students and neurodivergent job coaches in a summer employment program: an interpretive description study

Disabil Rehabil. 2025 Jan 14:1-9. doi: 10.1080/09638288.2025.2450768. Online ahead of print.

Authors

Pegah Firouzeh^{1

2}, Oksana Hlyva¹, Matt Freeman^{1

2}, Hayli Jang^{1

2}, Briano Di Rezze^{1

2}

Affiliations

¹ CanChild Center for Childhood-Onset Disability Research, McMaster University, Hamilton, Canada.
² School of Rehabilitation Science, McMaster University, Hamilton, Canada.

PMID: 39807829
DOI: 10.1080/09638288.2025.2450768

Abstract

Purpose: This study explores the experiences of autistic youth and neurodivergent job coaches during a job training program.

Methods: Interpretive Description methodology guided this study. Two researchers facilitated virtual focus groups with autistic students and neurodivergent job coaches separately before (n = 14) and after (n = 12) the program. Thematic analysis was conducted to identify codes and develop themes.

Results: Seven themes were developed, which included both autistic high school students and neurodivergent job coaches' perspectives about JTP: JTP surprised students; unexpected experience of working, students experienced a sense of community support in transitioning to work, students built rapport with neurodivergent job coaches, neurodivergent job coaches were buffers to students, building trusting connection; neurodivergent job coaches' interactions with students, unexpected reality and a sense of community in coaching autistic students, and neurodivergent job coaches' personal growth and the evolving role of coaching.

Conclusion: The findings of this study suggest that positive work experiences and relationships between neurodivergent job coaches and students occurred within a specific program that recommended clear communication about expectations, roles, and support preferences. The findings can guide future community partnerships to promote workplace participation and facilitate accommodations based on the needs of neurodivergent population, including autistic individuals.

Keywords: Autistic youth; employment; job train program; neurodivergent job coaches; qualitative research.

Plain language summary

Providing summer employment opportunities for autistic youth and neurodivergent coaches through Job Train Program (JTP) demonstrated positive outcomes of coaching that promoted inclusivity for the neurodivergent population at different stages of career paths.JTP provided the opportunity to broaden the coaching role within the program, enhancing an inclusive workplace for both neurodivergent job coaches and students transitioning to adulthood.The results of this study outlined the importance of coaches in addition to environmental support.