UC San Diego

Students with borderline intellectual functioning (BIF), typically defined as IQ scores between 70–85, occupy a particularly vulnerable and understudied position in secondary transition. They often do not qualify for intensive intellectual disability services yet struggle to meet traditional academic and graduation expectations, leaving them underserved by existing structures. This qualitative multiple case study design, incorporating cross-case analysis, examined the transition experiences of seven high school graduates with BIF from a comprehensive high school in Southern California, guided by Self-Determination Theory. Data included document analysis of IEPs, ITPs, and transcripts, alongside semi-structured interviews. Cross-case thematic analysis revealed four interconnected findings: self-determination thrived when students felt competent and heard; relationships and interest-based learning were powerful yet underutilized; life-skills instruction was fragmented; and connections to external supports were weak. These findings suggest that identical graduation pathways do not produce equity for students with BIF. The study offers implications for IEP case managers, school and district leaders, and recommendations for more flexible pathways, robust life-skills preparation, and transition practices centered on student voice and self-determination.