Autistic individuals globally face alarmingly high unemployment rates despite documented workplace capabilities. While South Africa’s Differentiated Curriculum and Assessment Policy Statement aims to prepare special school students for the world of work, implementation failures produce persistent unemployment. This study examined whether autistic youth lacked vocational aspirations and capabilities, or whether they lacked pathways to convert capabilities into employment outcomes. We integrated Sen’s capability approach and Snyder’s hope theory to understand both structural barriers and psychological consequences at the school-to-work transition. We conducted semi-structured interviews with six autistic youth in their final years at special schools in Johannesburg, and five parents. Thematic analysis identified patterns in vocational interests, workplace perceptions, and anticipated barriers. Member checking validated findings, including documentation of mental health consequences following school exit. Two themes emerged showing autistic youth possess clear vocational goals, strong agency and recognised capabilities. However, there are three mechanisms that systematically block pathways: credential barriers (certificates below qualification levels), anticipated discrimination based on past stigmatisation, combined with dependence on parental networks for employment access and hidden disability exclusions where policies prioritise visible physical disabilities over autism. The barriers produce thwarted hope and capability deprivation as autistic youth are unemployed despite possessing the capability. The results indicate systemic failure, not individual deficits. Autistic youth possess goals, agency, and capabilities; society lacks pathways and conversion factors to support them. Credential changes, mandated transition planning, curriculum individualisation, and explicit inclusion of autism in disability hiring policies are essential to create viable pathways and honour autistic youth's dignity.

Ayse Soncu is a lecturer in the occupational therapy department at Wits University. She is actively involved in both undergraduate and postgraduate teaching and is committed to student mentorship, fostering academic excellence and professional growth. Ayse advocates for the use of the International Classification of Functioning, Disability and Health (ICF) to support effective interdisciplinary communication among health professionals. Her research interests focus on work practice and its importance for adolescent and adult health and well-being.