Assessing academic and career self-concepts and their relationship with career adaptability in students with special educational needs

While previous research highlights the importance of self-concept in career development, its specific dynamics within students with special educational needs remain underexplored. This study investigated how academic competence (AC) and career competence (CC)—both key aspects of students’ self-concept—relate to career adaptability (CA) among secondary students with SEN with a focus on Autism Spectrum Disorder, Attention Deficit Hyperactivity Disorder, and Specific Learning Difficulties. The sample comprised 94 secondary students, categorized as ASD (32%), ADHD (27%), or SPLD (42%). The findings revealed a significant positive relationship between AC and CC (r = .26, p < .05), indicating that students who perceive themselves as academically capable are more likely to view themselves as competent in career-related skills. However, the distinct features of these competencies also warrant attention. A follow-up path analysis found CC was a stronger predictor of CA (β = .51, p < .001) than AC (β = .38, p < .001), with both competencies explaining 51% of the variance in CA. Additionally, the relative influence of AC and CC on CA varied by SEN type, calling the need for nuanced interventions. These results underscore the importance of fostering academic and career self-concepts to enhance career adaptability in students with SEN. Tailored interventions are recommended to address the distinct needs of students with ASD, ADHD, and SPLD. This study contributes to the literature in terms of the role of self-concept in affecting career adaptability of SEN students, offering insights for educators and policymakers. Copyright © 2025 The Education University of Hong Kong.