Freshman Experiences Among Neurodivergent Students Following a STEM-Focused High School-to-College Transition Program.

Bryan K Dallas, Shupei Yuan, Briona Humphrey

Abstract read

In one paragraph

Article in Behavioral sciences (Basel, Switzerland), 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.

0numbers the graph read from it

0cells of the map it votes in

0citing papers in PubMed

–field-weighted citation impact

1 · What the graph read from it

What it found

Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.

The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.

2 · The registry

The trial behind it

Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.

Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.

3 · Its place in the literature

Who cites it

0 citing papers in PubMed.

No citing paper in PubMed yet.

4 · The record

Corrections and comments

PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.

5 · Who and what money

Authors and funding

3 authors.

Bryan K DallasSchool of Interdisciplinary Health Professions, Northern Illinois University, 1425 West Lincoln Highway, DeKalb, IL 60115-2828, USA.

Shupei YuanDepartment of Communication, Northern Illinois University, 1425 West Lincoln Highway, DeKalb, IL 60115-2828, USA.ORCID 0000-0003-1796-9611

Briona HumphreyDepartment of Educational Technology, Research and Assessment, Northern Illinois University, 1425 West Lincoln Highway, DeKalb, IL 60115-2828, USA.

Funding

Northern Illinois University 685510, EZ34901

6 · The paper itself

Abstract

Little research exists that focuses on the transition experiences of students with disabilities (SWDs) from high school to college and scholarly investigation of science, technology, engineering, and math (STEM) pathways for neurodivergent students is emergent. The purpose of this current study is to better understand the experiences and perspectives of college freshman with disabilities, following participation in a STEM-focused high school-to-college transition program. Participants in this study completed a yearlong STEM-based college transition program in 2023, followed by a follow up survey and semi-structured interview during their freshman year in college. Results outline participant successes and challenges related to multiple college and career readiness factors. Most participants experienced a successful transition to their first semester in college, continued engagement in STEM-related career development, and several social and extracurricular activities. Future practice and research recommendations are provided.

Indexed as

interviewneurodivergent studentsSTEM educationstudents with disabilitiestransition to college

Identifiers

PMID41595100

DOI10.3390/bs16010160

PMCPMC12838016

What OpenQuestion holds

Textmetadata

LicenceCC BY

Read underepoch 390

Registered trials

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Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.