Abstract
As more students with disabilities access postsecondary education, it is important for the field to understand their post-graduation employment outcomes. A systematic literature review using preferred reporting items for systematic reviews and meta-analyses (PRISMA) guidelines was conducted related to the employment outcomes of students with disabilities from the peer-reviewed literature published in English from 2013 to 2025. A total of 104 articles were reviewed and were grouped into categories related to employment outcomes, employment experiences, and career-focused interventions. Results indicated students with disabilities who access postsecondary education have higher levels of employment and earnings than peers with disabilities who do not access postsecondary education, that they report facing discrimination and accessibility issues in the workplace, and that programs such as mentoring and internships show promise in promoting access to employment.