Final‑year SEND (special educational needs and disabilities) students and parents of neurodivergent children are sounding alarms about post‑college transitions, pointing to insufficient local adult‑services funding, limited accommodation options and long waits for assessments. Families described feeling isolated after diagnosis and encountering gaps in sustained support; students nearing graduation worry about employment, housing and the availability of social services. Advocates and college programs stress that successful transitions require coordinated funding from local authorities, tailored employment pathways and earlier planning. The stories highlight an education‑to‑adult‑services gap that colleges, social services agencies and state funders must bridge to secure positive outcomes for neurodivergent and SEND students.