Providing transition planning and services to students with emotional disturbance (ED) can enhance their success in postsecondary education, employment, and independent living. This qualitative study explores how special educators in Riyadh, the capital city of the Kingdom of Saudi Arabia (KSA), perceive the necessity of promoting transition services for high school students with ED and developing important aspects to implement these services. Study participants were ten special educators majoring in ED who were purposefully sampled from a special education graduate program. The results indicate that all study participants believe there is a need to promote transition services in Saudi schools to support students with ED. The results also highlight four fundamental foundations that educators want to develop to promote the implementation of transition services in Saudi schools. These foundations include the following: the regulation of special education, transition assessment tools, transition teamwork, and teacher professional development programs in transition. Recommendations for future research are discussed as well.

为有情绪障碍 (ED) 的学生提供过渡计划和服务可以提高他们在高等教育、就业和独立生活方面的成功。这项定性研究探讨了沙特阿拉伯王国 (KSA) 首都利雅得的特殊教育工作者如何看待促进 ED 高中生过渡服务的必要性，并制定实施这些服务的重要方面。研究参与者是 10 名主修 ED 的特殊教育工作者，他们有目的地从特殊教育研究生课程中抽取样本。结果表明，所有研究参与者都认为有必要在沙特学校推广过渡服务，以支持患有 ED 的学生。结果还强调了教育工作者希望建立的四个基本基础，以促进沙特学校实施过渡服务。这些基础包括以下内容：特殊教育的监管、过渡评估工具、过渡团队合作和过渡中的教师专业发展计划。还讨论了对未来研究的建议。