Date

8-29-2025

Department

School of Behavioral Sciences

Degree

Doctor of Philosophy in Psychology (PhD)

Chair

Rachel Piferi

Keywords

Adults, Learning Disabilities, Transition from School to Work, Emotional Intelligence

Disciplines

Physiology | Psychology

Abstract

The purpose of this qualitative case study was to explore the experiences of adults with learning disabilities when transitioning from academics to the workplace, with an emphasis on emotional intelligence. The two research questions asked how adults with learning disabilities described their lived experiences and experiences of emotions and emotional regulation in their transition from academic environments to the professional workplace. The theory guiding this study was the emotional intelligence theory developed by Salovey and Mayer, which was used as a determinant in building relationships and upholding social interactions. The sample consisted of 13 adults with learning disabilities working at large public companies in the Southeastern United States. Interview data were analyzed thematically, using Braun and Clarke’s six-phase thematic analysis protocol. Five central themes emerged: empowering oneself, comparable differences between academic and work settings, challenges during the transition from academic to professional settings, self-managing emotions and well-being, and having external support. The findings identified that participants relied on their academic skills, coping strategies, and self-advocacy to navigate the new workplace environment and transition. Emotional intelligence, specifically resilience, self-awareness, and self-regulation, helped them manage their emotional well-being and address the workplace demands. Employers should foster more inclusive workplace environments and provide more training on emotional development. Only with support from employers, policymakers, and educators can the real potential of emotional intelligence be unlocked in supporting neurodivergent populations.

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