Understanding Family Expectations

Family members’ high expectations of their children are a key force behind student success, even after graduation.

Positive expectations boost motivation, guide goals, and support early planning for a smooth transition after high school.

What are Family Expectations?

According to Rowe et al. (2014) and Mazzotti et al. (2020), parent expectations are research-based, in-school predictors of transition success. When families anticipate employment for their children, they have a positive influence on postschool outcomes.

This influence is consistently linked to better results in areas of employment, education, and independent living. Therefore, families play a critical role in supporting effective secondary transition efforts.

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How Do Family Expectations Impact Outcomes Related to IEP Transition Goals?

Employment (any paid job)
Employment (held a job for more than 6 months after high school)
Competitive Employment (at least minimum wage, most employees without disabilities)

Families who believe their child can work encourage skill development, participation in work-based learning, and self-advocacy for accommodations.

Positive expectations increase the likelihood that students seethemselves as employable.

Citation

Mazzotti et al. (2020)

Enrollment in college within two years of high school
Self-advocating and accessing college support services, such as tutoring and accommodations
Maintaining college enrollment and attaining a degree

When families expect their child to attend college ortraining, students are more likely to enroll and persist.

Expectations encourage early planning, exploration of college options, and application for supports (e.g., disability services).

Citation

Doren, B., & Mazzotti, V. L. (2014).
Predictors of postschool education and employment outcomes for youth with disabilities: A systematic review of the literature. Career Development and Transition for Exceptional Individuals, 37(3), 151–163. https://doi.org/10.1177/2165143413484971

Citation

Lombardi, A., Murray, C., & Gerdes, H. (2011).
College faculty and inclusive instruction: Self-reported attitudes and actions pertaining to universal design. Journal of Diversity in Higher Education, 4(4), 250–261. https://doi.org/10.1037/a0025133

Citation

Newman, L. A., Wagner, M., Knokey, A.-M., et al. (2011).
The post-high school outcomes of young adults with disabilities up to 8 years after high school: A report from the NLTS2. National Center for Special Education Research. https://ies.ed.gov/ncser/pubs/20113005/

Living elsewhere than the family’s home independently or semi-independently
Using public transportation and navigating communities independently
Managing bank accounts
Cooking and shopping for themselves
Arranging schedules
Engaging with community supports and agencies

Families who expect independence promote life skills at home, community involvement, and planning for housing, transportation, and daily routines

They’re more likely to connect students to services and resources (e.g., Centers for Independent Living)

Citation

Morningstar, M. E., Trainor, A. A., & Murray, A. (2015).
Examining family involvement in postsecondary education planning for students with disabilities. Career Development and Transition for Exceptional Individuals, 38(4), 195–204. https://doi.org/10.1177/2165143414544359

Citation

Blustein, J., Carter, E. W., & Michael, S. (2016).
Moving from family home to independent housing: Experiences of emerging adults with autism spectrum disorder. Intellectual and Developmental Disabilities, 54(2), 102–114. https://doi.org/10.1352/1934-9556-54.2.102

Citation

Wehman, P., Sima, A., Ketchum, J., West, M., Chan, F., & Luecking, R. (2015).
Predictors of successful transition from school to employment for youth with disabilities. Journal of Occupational Rehabilitation, 25, 323–334. https://doi.org/10.1007/s10926-014-9541-6

Citation

Shogren, K. A., Wehmeyer, M. L., Palmer, S. B., Forber-Pratt, A. J., Little, T. D., & Lopez, S. J. (2015).
Relationships between self-determination and postschool outcomes for youth with disabilities. Journal of Special Education, 48(4), 256–267. https://doi.org/10.1177/0022466913489733

Expect More, Achieve More

When families hold high expectations for their children with disabilities, it significantly boosts outcomes in employment, education, and independent living. Positive expectations shape goals, increase motivation, and support early planning for successful transitions beyond high school.

Who are the Key Partners in Family Expectations?

Key Partners

Students
Family/Caregiver
School Personnel: Transition Coordinator, Teachers, Related Service Providers, School Counselor, Social Worker, Family/Parent Liaison
Community Organizations (Supports Coordinator, the PEAL Center, PA Family Network, FAMILIES TO THE MAX)