BACKGROUND:Establishment in productive occupations i.e. work and further studies, is challenging for students who experience special educational needs (SEN).OBJECTIVE:The study aim was to investigate productive occupations and perceived work ability one year after upper secondary education among former students with SEN who had received a student-centred information and communication technology (ICT) intervention.METHODS:Questionnaire data on productive occupations (n= 81) were complemented with the semi-structured Worker Role Interview (WRI) concerning perceived work ability (n= 20), in an embedded mixed methods design. Group comparisons between participants who were and were not established in productive occupations were performed. Written notes from the WRI were analysed with a deductive content analysis.RESULTS:Findings demonstrated that almost two-thirds (63%n= 51) of the former students with SEN were established in productive occupations. The established group had to a higher extent obtained pass grades and had to a lesser extent received time-assisting ICT. Managing daily routines in combination with a productive role in a satisfactory manner was perceived as most challenging for the participants in relation to their work ability.CONCLUSION:The results indicate that students with SEN need person-centred support to handle difficulties both in and outside upper secondary school to promote the transition from school to establishment in productive occupations.