School Social Workers' Role in Facilitating the Transition to Adulthood for Students with Disabilities.

This article focuses on the roles of school social workers (SSWs) in supporting the secondary transition of students with disabilities (SWD) as mandated by the Individuals with Disabilities Education Act (IDEA). Through a scoping review of 37 documents, it maps how SSWs have contributed or been recommended to contribute across six transition areas: assessment and goal development, instruction, planning, experiences, partnerships, and program development. Findings indicate that while SSWs have been involved primarily in transition planning and instruction, their broader potential contributions remain underutilized due to factors such as limited training, high caseloads, and unclear role expectations. The review highlights the need for enhanced preservice and in-service training, interdisciplinary collaboration, and systemic support to better leverage SSWs’ expertise in facilitating equitable postsecondary outcomes for SWD.