Evolution of Research on Socio-Emotional Learning and Career Readiness among Autistic Adolescents: A Bibliometric Analysis from 2000 to 2025

Abstract

Socio-emotional learning and career readiness are increasingly recognised as critical components in supporting autistic adolescents during the transition to adulthood. This bibliometric study examined the evolution of research in this field between 2000 and 2025 using data retrieved from the Scopus database and analysed through VOSviewer 1.6.20. A total of 222 records were initially identified, of which 71 relevant articles were retained following the screening and eligibility assessment process based on predefined inclusion and exclusion criteria. The findings indicate a substantial increase in publication output after 2015, reflecting growing scholarly attention toward mental health, emotional regulation, transition-to-work pathways, and psychosocial support for autistic youth. The United States and the United Kingdom emerged as the most influential contributors, demonstrating strong international collaboration networks with researchers across Europe, Australia and selected Asian countries. Source analysis identified leading journals such as the Journal of Autism and Developmental Disorders, Autism and Research in Developmental Disabilities as dominant publication outlets shaping the intellectual structure of the field. Keyword co-occurrence analysis revealed major thematic clusters related to mental health, social participation, transition planning, employment readiness, family support and intervention-based practices. The findings further suggest that the field has evolved from deficit-oriented perspectives toward more ecological and participation-focused approaches to autism transition research. Nevertheless, the literature remains geographically imbalanced, with limited representation from Asian and Global South contexts. Overall, this study provides a comprehensive overview of publication trends, collaborative structures and emerging research themes while highlighting the need for culturally responsive and contextually grounded research to support equitable transition outcomes for autistic adolescents.