Barriers and Facilitators to Postsecondary Outcomes for Students With Emotional and Behavioral Disorders: A Systematic Review

Abstract

Despite decades of federal mandates, students with Emotional and Behavioral Disorders (EBD) continue to experience stark disparities in postschool outcomes: struggling to gain employment, to access postsecondary education, and with community integration. The purpose of this systematic review was to examine the existing research regarding the barriers and facilitators influencing postsecondary outcomes for individuals with an EBD special education label. Using a Mixed Methods Research Synthesis (MMRS) approach, 13 empirical studies (published 1998–2025) from three major database searches were analyzed and thematically coded. Findings included three overarching categories of challenges: personal barriers (e.g., academic/life skill deficits, negative self-perception, mental health needs), family-related barriers (e.g., low expectations, resource scarcity), and school-related barriers (e.g., restrictive educational settings, low educator expectations, lack of postsecondary support utilization). Key facilitators included participation in employment during high school years, strong family support, and positive school staff relationships. These consistent findings highlight the compounding effects of personal skill deficits and systemic barriers like exclusion and low expectations. The review underscores the critical need for comprehensive, interventional research focused on self-determination, life skills training, and systemic reforms to ensure successful transition for this vulnerable population.