Bridging the Gap: Helping Neurodivergent Students Transition to High School

Researchers: Natalie Rivard-Feltis, Shelly Turner, and Pam Wiberg

Project Summary: 

This study aims to examine how participation in a supportive lunch club program influences the social, emotional, and academic wellbeing of neurodivergent Grade 9 students who may be at risk of becoming disconnected from school supports.

Despite the efforts of elementary–high school transition teams, it is well documented that some neurodivergent students still “fall between the cracks” after entering high school. A variety of factors contribute to this, including new academic demands, unfamiliar environments, reduced structures, and inconsistent support systems. As a result, these students are often not identified for intervention until they are already experiencing significant academic difficulties or mental health struggles. This study seeks to better understand whether a structured lunchtime support program can offer early, preventative connection and improve student outcomes.