Supporting Transitions and Educational Participation through Uniting for supportive Pathways (STEP-UP) for Youth with Brain and/or Mental Conditions

Despite a robust education system, the Netherlands faces a growing challenge: increasing numbers of children and adolescents with brain-related or mental health conditions, such as ADHD, autism, and acquired brain injury, struggle to remain engaged in school, particularly during key educational transitions. These include returning after illness or mental health treatment and the move from primary to secondary education. These transitions demand significant cognitive, emotional, and behavioral adaptation, often exceeding the capacities of vulnerable students and their support systems.

The STEP-UP project investigates the mechanisms underlying successful and failed transitions for this population. It focuses on two high-risk transitions and examines five interrelated levels of influence: child, family, teachers, professionals, and policy. Through retrospective and real-time data collection (WP1–2), synthesis of effective interventions (WP3), and development of a cross-sectoral knowledge platform (WP4), the project aims to address three key knowledge gaps: mechanisms of transition outcomes, contextual effectiveness of interventions, and systemic fragmentation.

By generating actionable insights and tools, STEP-UP seeks to inform a more inclusive, adaptive, and coordinated educational system. The findings will apply not only to the studied transitions but also to broader educational and vocational pathways, supporting long-term participation and well-being.