Transition to secondary school for students with cerebral palsy and implications for quality of life: A systematic review

Transition to secondary school is a significant life event and as such has the potential to impact upon quality of life (QOL). Students with physical disabilities, including cerebral palsy (CP), are twice as likely to drop out of secondary school as their non-disabled peers (Specht, Howell, & Young, 2007). The success with which children with CP make the transition from primary to secondary school has the potential to enhance their quality of life and future education. Determining factors that can influence the quality of life for adolescents with CP over the time of their transition to secondary school can help inform both our theoretical understanding and the relevant support strategies which are most beneficial. We systematically reviewed the factors influencing the transition from primary to secondary school for adolescents with CP, and the impact of transition on their QOL. Participation of adolescents with CP in the age range of potential transition to secondary school were used to review seven databases up to October 10, 2008. Forty-seven articles were retrieved, with one article meeting all inclusion criteria. A further four were also discussed. Hemmingsson and Borell (2002) compared the environment of primary school to that of secondary school, however transition was not present in any other article. Of the 14 QOL domains, participation was the only domain included in all articles, with body pain and physical discomfort, family health, and future QOL not present in any of the articles meeting the inclusion criteria. This systematic review did not unearth sufficient evidence to guide our understanding of the factors pertinent to the transition from primary to secondary school for adolescents with CP or the effects of this transition upon their QOL