Difficulties and challenges of students with special learning difficulties in career development and education for the transition from secondary school to higher institutions : a qualitative study in Hong Kong

Abstract

The transition from secondary school to tertiary education poses significant challenges for students with Special Learning Difficulties in reading and writing (SpLD). However, research on their career development and educational experiences remains limited, particularly in non-Western contexts. This study focuses on students with SpLD in Hong Kong, where they represent a substantial portion of students with Special Educational Needs (SEN). According to the Hong Kong Director of Audit’s 2018 Report (No. 3), there were 21,030 (7.8%) SEN students in mainstream secondary schools, with confirmed SpLD cases accounting for over 40% of the nine SEN categories. While Social Cognitive Career Theory (SCCT) emphasizes the interplay between selfefficacy and outcome expectations in career development, contextual factors— particularly those related to disabilities—are often overlooked. This qualitative study addresses these gaps by examining the career development challenges and transition difficulties faced by students with SpLD while applying SCCT to analyze the contextual factors influencing their career trajectories in Hong Kong. Adopting a multiple case study design, this research engaged three students with SpLD who were in higher education institutions, their parents, and secondary school career counselors. Data were collected through semi-structured interviews and document analysis to capture diverse perspectives. Findings revealed key challenges, including learning barriers, social stigma, and inadequate institutional support. Within the SCCT framework, contextual factors—such as family influences, societal attitudes, and school policies—were found to significantly shape career development. Additionally, discrepancies emerged among students, parents, and counselors regarding the effectiveness of career guidance services, highlighting systemic gaps in support provision. Theoretically, this study advances SCCT by integrating disability-specific contextual factors into career development discourse, an underexplored area. Practically, it underscores the need for tailored interventions that address the intersection of learning difficulties and career readiness. By situating the discussion within Hong Kong’s educational context, this research contributes to global scholarship and local policy, advocating for inclusive career support systems for students with SpLD.