Development, implementation, and impact of a peer mentorship program for healthcare transition in youth with intellectual and developmental disabilities.

BACKGROUND: Adolescents and young adults with intellectual and developmental disabilities experience challenges navigating healthcare transition from paediatric to adult systems. Peer mentorship may enhance healthcare transition readiness by leveraging lived experience. OBJECTIVES: We developed and piloted a peer mentorship program delivered in person and virtually at an academic transition clinic. METHOD: Mentors and mentees (n = 55) completed the Transition Readiness Assessment Questionnaire (TRAQ) and Generalised Self-Efficacy Scale before and after participation. Quantitative analyses assessed change in questionnaire scores; qualitative surveys and focus groups evaluated perceived value and lessons learned. RESULTS: Mentees and mentors demonstrated statistically significant improvement in some TRAQ domains. Thematic analysis revealed perceived benefits in goal setting, self-advocacy, emotional development, and social connection. CONCLUSION: Peer mentorship for adolescents and young adults with intellectual and developmental disabilities appears feasible, acceptable and was associated with preliminary improvements in some transition-readiness domains, representing a strategy for enhancing healthcare transition.