Transition to adulthood: disabled young people

This report looks at the different experiences of 18 disabled young people, who were aged between 16 and 21.

We explore the areas where these young people are adapting to adult life and become or hope to become more independent.

The research looks at life experiences as a disabled young person, and the opportunities and barriers that society gives them on their journey to adulthood.

This report is accompanied by our Life Journeys report.

We look at:

• positive and negative experiences these young people have had, and
• the opportunities and barriers that help or hinder their transition to adulthood

Becoming an adult, moving into work, and adjusting to new health and support needs are all part of a journey. A journey of progress and setbacks, action and inaction. A journey that is rarely told in disability research.

We aim to explore this journey as part of this study.

The disabled young people in this study all had short and long-term aspirations that could be considered typical for this age group. They include:

• completing their studies
• pursuing their career goals and
• eventually having a family and owning their own home
• becoming more independent

The young people felt independence was necessary to achieve many of their other aspirations. While they did not necessarily aspire to follow the path of ‘role models’, they were inspired by certain disabled and non-disabled people.

The disabled young people in this study all wanted to become more independent as they moved into adulthood. They wanted to do more at home, as well as moving out and into university accommodation.

Moving on to higher or further education was a key factor in achieving more independence. This might be through:

• moving out of home into student accommodation
• making new friends and finding different sources of support or
• even through the equality experienced during their studies

Yet, despite wanting to become more independent, the participants were worried about the future. The biggest causes for concern were the increased costs of being an adult and uncertainty surrounding their impairment and the future.

Positive and negative experiences influence everyday choices made by disabled young people.

In public places and leisure activities, the participants frequently needed to research accessible options first, or change what they wanted to do. This meant that choice was often limited.

When public places were accessible, or when staff or organisers were helpful, this had a very positive impact.

Participants talked about the negative attitude of the public towards disability, including a lack of awareness, especially of less visible impairments.

The young people gave examples of the public suggesting they are ‘exaggerating’ or ‘faking’ their disability. These attitudes damaged confidence and any sense of independence.

Most of the young people in this study had strong support from their families, friends, or both.

Establishing and maintaining friendships, was often seen as hard but worthwhile, as it enabled participants to feel more confident and independent.

Further or higher education was an important, positive area in the lives of the young people we talked to.

Receiving the proper adjustments and support when studying meant that disabled young people felt they had the same opportunities as their non-disabled peers. Particularly when their learning was flexible and used online technologies.

Experiences in higher and further education were very different to experiences in school.

Many participants were bullied and there was less disability awareness among students and staff. Where there were examples of career advice, it was mostly unhelpful and rarely tailored for disabled young people.

The disabled young people in this study frequently mentioned money worries. They faced extra costs as a disabled person. These included:

• equipment, such as wheelchairs
• transport, such as taxis
• medical, such as medication
• home, such as laundry
• clothing, such as needing to buy extra thermals
• food, such as buying ready meals instead of cooking
• holidays, such as buying travel insurance

Some of the extra costs were covered by participants parents or by their disability benefit like Person Independence Payment (PIP). But even so, these costs still caused financial worry.

Money worries

A lot of the young people in this study didn’t consider themselves financially stable, regardless of their financial literacy or who managed their money.

They discussed not being able to do the things they wanted to do because of financial reasons. For example, chances to do things with friends.

The process of applying for PIP, or of moving from Disability Living Allowance (DLA) to PIP, was challenging and frustrating. Leaving participants feeling that the PIP assessment process didn’t consider how they lived their everyday lives.

The impact of coronavirus on the lives of disabled young people and their families has been significant. The pandemic has affected employment, education, social and home life.

Employment uncertainty and the jobs market

The jobs market for disabled young people is frequently a difficult one to negotiate. Facing unnecessary hurdles, such as a lack of appropriate support for disabled employees and prospective employees by employers and recruiters.

• Youth unemployment is at its highest since 2016 at 14.5%, making access to the jobs market for disabled young people even harder.
• Some disabled people in Our lives, our journey said they were in ‘limbo’ searching for work and job searching has been put on hold while the pandemic evolved.
• The pandemic has heightened existing concerns about finding a job, and the stress of leaving education and entering the world of work.

Education concerns

As students return to academic settings, there were many concerns about the kind of education they will receive, their potential attainment levels, and what the future may hold.

Although the Office of Students wished to ensure a high quality of teaching, they did raise numerous issues.

• Study support like note-takers and sign language interpreters may be less readily available.
• Access to lectures and webinars may be more difficult for hearing and visually impaired students, as these move online. This is in addition to digital isolation through lack of accessibility and physical access to IT and internet.
• Students who may be self-isolating may be unsure how to access support.
• Students with mental health conditions may find their condition is made worse by lockdown.
• Changes to assessment processes could affect disabled student’s attainment levels, as these may not take account of their support needs. A concern raised by research participants.

Independent living

Uncertainty is exacerbated by the pandemic reaching into disabled young people’s living arrangements.

Moving back to student accommodation and the second wave predominantly in young people created issues for some disabled students. Such as:

• missing the start of the new academic year due to self-isolating
• achieving social distancing in their term time accommodation, particularly shared kitchens, and bathrooms

Disabled young people moving out of the family home also faced difficulties due to the pandemic, including:

• self-isolating forcing their hand
• where homeworking is not available, jobs are put on hold. Destabilising previously secure accommodation arrangements