This article examines the COHESION project as an example of a transnational educational and social intervention designed to bridge the gap between higher education, neuroatypical students, and the private sector. It focuses on the challenges neuroatypical students face when transitioning from higher education to employment, including barriers associated with recruitment practices, organisational structures, communication, sensory environments, stereotypes, and insufficient employer preparation. Design/Methodology/Approach: The article draws on an analysis of COHESION project documentation, reports, educational materials, and relevant academic literature on neurodiversity, disability studies, organisational psychology, human resource management, higher education, and workplace inclusion. Based on this analysis, it proposes the COHESION Bridge Model, a framework comprising six interconnected components: needs assessment, university preparation, employer preparation, student preparation, supported transition to work, and evaluation of outcomes. Findings: The analysis highlights the potential of the COHESION project to support more inclusive transitions from higher education to employment through coordinated interventions involving universities, students, and employers. The proposed COHESION Bridge Model provides a structured approach to identifying needs, preparing stakeholders, facilitating workplace entry, and evaluating outcomes. However, its application requires careful consideration of the heterogeneity of the target population, the risk of oversimplifying diverse neurodevelopmental and mental health-related experiences, and the need for more robust evidence concerning long-term employment outcomes. Practical Implications: The article offers implications for higher education institutions, human resource management professionals, employers, and policymakers seeking to improve the employability and workplace inclusion of neuroatypical graduates. It emphasises the importance of accessible recruitment procedures, reasonable accommodation, clear communication, sensory-aware workplaces, employer education, and coordinated transition support. It also stresses that neuroinclusion should be grounded in equity, dignity, and individual rights rather than justified solely by economic benefits. Originality/Value: The article contributes to research on neurodiversity and employment by proposing the COHESION Bridge Model as a structured framework for connecting higher education, neuroatypical students, and employers. By integrating educational preparation, organisational readiness, transition support, and outcome evaluation, the model provides a basis for further research and practical interventions aimed at strengthening inclusive pathways into employment.
From Higher Education to Inclusive Employment: A Conceptual Model of the Transition of Neuroatypical Students to the Labour Market in the Light of the COHESION Project
Nunzio Casalino
;
2026-01-01
Abstract
This article examines the COHESION project as an example of a transnational educational and social intervention designed to bridge the gap between higher education, neuroatypical students, and the private sector. It focuses on the challenges neuroatypical students face when transitioning from higher education to employment, including barriers associated with recruitment practices, organisational structures, communication, sensory environments, stereotypes, and insufficient employer preparation. Design/Methodology/Approach: The article draws on an analysis of COHESION project documentation, reports, educational materials, and relevant academic literature on neurodiversity, disability studies, organisational psychology, human resource management, higher education, and workplace inclusion. Based on this analysis, it proposes the COHESION Bridge Model, a framework comprising six interconnected components: needs assessment, university preparation, employer preparation, student preparation, supported transition to work, and evaluation of outcomes. Findings: The analysis highlights the potential of the COHESION project to support more inclusive transitions from higher education to employment through coordinated interventions involving universities, students, and employers. The proposed COHESION Bridge Model provides a structured approach to identifying needs, preparing stakeholders, facilitating workplace entry, and evaluating outcomes. However, its application requires careful consideration of the heterogeneity of the target population, the risk of oversimplifying diverse neurodevelopmental and mental health-related experiences, and the need for more robust evidence concerning long-term employment outcomes. Practical Implications: The article offers implications for higher education institutions, human resource management professionals, employers, and policymakers seeking to improve the employability and workplace inclusion of neuroatypical graduates. It emphasises the importance of accessible recruitment procedures, reasonable accommodation, clear communication, sensory-aware workplaces, employer education, and coordinated transition support. It also stresses that neuroinclusion should be grounded in equity, dignity, and individual rights rather than justified solely by economic benefits. Originality/Value: The article contributes to research on neurodiversity and employment by proposing the COHESION Bridge Model as a structured framework for connecting higher education, neuroatypical students, and employers. By integrating educational preparation, organisational readiness, transition support, and outcome evaluation, the model provides a basis for further research and practical interventions aimed at strengthening inclusive pathways into employment.I documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.
