Transitioning from school to the workforce is a major life change for any student. For students with disability and their families, this shift can feel especially daunting – and if planning only begins in the final months of school, it often becomes rushed and stressful. Many families describe leaving school as approaching a “cliff”, unsure what options exist beyond graduation. The good news is that with early planning and a clear pathway in Years 10–12, the transition to work can be positive, proactive and far less overwhelming. Starting early allows time to map out subject choices, vocational training, work experience and NDIS supports so that by the end of Year 12, the young person is ready to take confident steps into employment or further training.

Next Gen Youth Employment understands how critical these school years are in shaping a young person’s future. We believe that with the right preparation and high expectations, every student can find a meaningful career path after school. In this article, we’ll guide you through a practical timeline for transition planning from Year 10 to Year 12, including key milestones like choosing senior subjects linked to strengths, organising supported work experiences, exploring apprenticeships or traineeships, and preparing for NDIS planning meetings to discuss employment goals. Throughout each stage, the student’s voice and choices should remain central – after all, it’s their pathway. We’ll also highlight how Next Gen Youth Employment can partner with you during this journey, positioning ourselves not just as a post-school support, but as a proactive guide from the early planning stages onward.

By the end of this guide, you’ll have a clearer picture of what to do in Year 10, 11 and 12 to set up a smooth school-to-work transition. Let’s start building a roadmap that turns the post-school “cliff” into a well-planned pathway towards employment and independence.

Why Early Transition Planning Matters

Leaving planning until the last minute can severely limit a young person’s options. Without a plan, students with disability often end up in short-term or default arrangements – for example, going straight from school into a day program or an Australian Disability Enterprise (sheltered workshop) – rather than open employment or further study. Research and experience show that starting transition planning early (by Year 10 at the latest) leads to much better outcomes. When families and schools get involved early and maintain high expectations that the student can work, the young person is far more likely to successfully move into a job or career they enjoy after school. In contrast, low expectations or delaying discussions about the future until Year 12 can leave students unprepared and lacking the prerequisites for employment.

Early planning gives everyone time to get on the same page – the student, their parents or carers, teachers, and any support providers. It allows the student to build skills gradually and explore their interests during school, rather than scrambling in a panic once school is over. In fact, studies have found that participation in work experience or having a part-time job during high school is one of the biggest predictors of positive post-school outcomes for students with disability. Those who leave school with some real work experience are more likely to find employment and build a career after graduation. On the other hand, teenagers with disability often miss out on these opportunities due to barriers like low expectations, lack of support or insufficient resources at school. This makes it even more crucial for families to advocate and plan for those opportunities early.

Good transition planning isn’t just about ticking boxes – it’s about giving the young person confidence, independence and a sense of direction. With clear goals and the right supports in place, students gain valuable skills and see that open employment is possible for them. They can try different interests, learn what work is like, and identify a potential career path while still having the safety net of school. By planning ahead, you also ensure that when the time comes to leave school, necessary supports (like funding in an NDIS plan, or a placement in a School Leaver Employment Supports program) are ready to go without gaps. In short, early planning means a young person enters adult life prepared – with experience, networks, and confidence – instead of standing at the edge of the school “cliff” wondering what comes next.

Next Gen Youth Employment encourages families to begin discussing work and career goals by Year 10 or even earlier. Our team has seen firsthand that a well-thought-out transition plan can transform a young person’s trajectory. It’s never too early to talk about aspirations, strengths and the skills needed for the future. By starting now, you are investing in your teenager’s long-term independence and success.

What Does a School-to-Work Pathway Include?

Effective transition planning in high school is comprehensive – it looks at the student’s education, skills, experiences, and supports, all with the goal of open employment or further training after school. While every plan should be personalised, most will include these key elements:

• Involving the Student’s Voice: The young person must be at the centre of planning. This means helping them identify their own strengths, interests, and preferences and listening to their goals. Decisions should be guided by what they want for their future, with families and professionals providing support and guidance. A transition plan isn’t something done to the student – it’s done with them. When a student feels heard and has input, they are more motivated to pursue the plan. (Tip: Have regular, casual conversations with your teen about what work interests them – what do they enjoy doing? What are they good at? Who do they admire? This can spark ideas and give them ownership of their pathway.)
• High Expectations and Career Goals: A fundamental ingredient is the belief that the young person can work in a real job. Schools and families should approach planning with the expectation that, with the right support, the student can find meaningful employment like any other student. Setting career goals (even broad ones to start) gives the plan a direction. For example, a goal could be “work in an IT-related job after school” or “find a customer service role in a community business.” These goals can be refined over time, but they should be included in the student’s Individual Education Plan (IEP) or transition plan early on – and for NDIS participants, echoed as employment goals in their NDIS plan. High expectations also mean not automatically steering a student only to segregated or volunteer options if they aspire to open employment. Everyone deserves the opportunity to work in the community and earn a wage, and planning should reflect that assumption.
• Subject Choices and Education Pathway: In Year 10, students choose their senior secondary subjects (for Years 11–12) or other senior pathways. This is a critical moment to align school learning with future ambitions. Encourage students to select subjects or courses that match their strengths and interests, and that keep doors open for their preferred career path. For example, if a student is interested in cars or mechanics, they might choose a school-based automotive course or pursue a VET certificate in that area. If they excel with computers, perhaps include an IT or business subject. The idea is not to overload them, but to link their education to real-world post-school options. In some cases, a student might consider a VCAL or VCAL-like pathway (hands-on applied learning) or a mix of traditional subjects and Vocational Education and Training (VET) courses. Many schools offer VET programs or allow students to attend TAFE one day a week in Year 11/12 to earn industry certificates. These options can build practical skills and even lead to qualifications by the time school ends. Make sure to ask the school career advisor about what senior subject and VET options are available, especially those that include work placements or industry experience.
• Work Experience (and After-School Jobs): Real work experience is often the cornerstone of a successful school-to-work transition. It’s one of the best ways for a young person with disability to build job skills, confidence and a resume while still at school. Most schools organise a short work experience placement in Year 10 (typically one or two weeks) as part of the curriculum. However, a week or two is often not enough, especially for students with intellectual or developmental disabilities who might benefit from more practice. A strong transition plan will include extended or repeated work experiences in Year 11 and Year 12, potentially even one day per week at a workplace if feasible. These could be arranged through school or with family initiative. The key is to expose the student to authentic work environments (ideally in open employment settings, where people with and without disability work together) to discover what they enjoy and to demonstrate their abilities. Some families arrange extra work experience during school holidays or after school (volunteering, family business, part-time jobs) to supplement what the school provides. Even a few hours a week in a real job (like working at a local shop, cafe, library, or any workplace that matches the teen’s interests) can make a huge difference. In fact, having a part-time job during high school is strongly linked to better employment outcomes after graduation for youth with disability. It teaches responsibility, work habits, and helps employers see the young person’s potential. So, whether through formal work experience placements or casual after-school jobs, aim to give the student as much exposure to the working world as possible before they finish Year 12.
• Building Skills for Work and Life: Beyond formal education and work trials, consider the broader skill set a young person will need for adult life. Transition planning should incorporate life skills and employability skills. This might include things like travel training (learning to use public transport independently), money handling, time management, communication and social skills in the workplace, and even personal development like self-advocacy. Some of these can be learned through school programs or family, and others through supports funded by the NDIS or community services. For example, a student might work with a support worker on using the bus to get to their work experience, or join a travel training program to build confidence moving around the community. They might attend a workshop on résumé writing and interviewing (Next Gen Youth Employment and similar services often run job-readiness workshops that cover these topics). Schools often have career classes covering some skills, but if your teenager needs more personalised coaching – say, practicing how to communicate with colleagues, or building stamina for a work day – these can be included in a transition plan as well.
• NDIS and Other Support Services: For students who are NDIS participants, the National Disability Insurance Scheme can play a key role in supporting the transition. The NDIS is responsible for funding disability-specific supports that help a person become ready for work (where these go beyond what the education system provides). The main NDIS support for school leavers is called School Leaver Employment Supports (SLES). SLES is a funding package in a participant’s final school year and post-school that pays for a structured program of training, work experience and coaching, usually for up to two years after leaving school. The aim is to bridge the gap between school and work, building the participant’s capacity so they can move into open employment or further education. We’ll discuss SLES in more detail in the Year 12 section, but importantly, to get SLES in an NDIS plan, the student needs to have employment goals in their NDIS plan and be in their final year of school. Early transition planning should include talking to the student’s Local Area Coordinator (LAC) or NDIS planner by Year 11 or early Year 12 about adding SLES or other “Finding and Keeping a Job” supports to the plan. Apart from SLES, the NDIS can also fund things like a support worker or job coach to help the student during work experience while still at school. For instance, a support worker might accompany the student at a work placement initially, or help them learn specific job tasks or social skills on the job. NDIS funding can also cover travel training, personal care during work, and other capacity-building activities to boost work readiness. It cannot replace supports the school should provide (like a teacher’s aide in class, or general career guidance), but it can complement school services. Outside of NDIS, there are Disability Employment Services (DES) funded by the government – these are agencies that help people with disability find and keep jobs (we’ll touch on DES later as it usually comes into play after a student graduates). Additionally, programs like Ticket to Work (a national initiative by disability organisations) bring together schools, employers, and services to create work opportunities for students with disability while at school. In the transition plan, make note of any local services, non-profits or government programs that can support the pathway (for example, some regions have specialised school-to-work transition pilots or mentorship programs). A truly comprehensive plan draws on all available resources – the school, the NDIS, community networks, and providers like Next Gen Youth Employment – to give the young person the best chance of success.

Now that we’ve outlined the major ingredients of a solid school-to-work pathway, let’s break it down year by year. In the next sections, we provide a simple timeline of what to focus on in Year 10, Year 11, and Year 12, including practical steps and checkpoints for each. Use this as a checklist to ensure nothing important slips through the cracks.

Year 10: Laying the Groundwork

By Year 10, it’s time to kick off formal transition planning in earnest. This is the year students typically choose their subjects for Year 11–12 and perhaps do an initial work experience. Here’s how families, schools and students can make the most of Year 10:

• Request a Formal Transition Plan: Ask the school to initiate a written transition plan for your child (if they haven’t already). Schools should be doing this for students with disability, but not all do it proactively. A transition plan (sometimes part of the Individual Education Plan) will outline the student’s goals for after school and the steps to get there. Don’t be afraid to prompt the school – getting this plan in place by Year 10 ensures everyone is working toward the same goal early on. Include the student’s input in this plan and make sure it covers things like career interests, needed skills, and upcoming actions (e.g. “will do two work experience placements in Year 11”). If your school seems unsure, you can cite the importance of work experience and transition planning for students with disability – provide evidence or resources if needed. Starting this in Year 10 gives you and your teen more time to discuss and refine their future pathway.
• Select Subjects Linked to Strengths and Goals: During Year 10, students will go through course counselling to choose subjects or a pathway for the final two years of school. Make this an intentional decision. Encourage your teen to pick subjects that play to their strengths and interests, and that fit any known career ideas. For example, if they’re hands-on and interested in trades, perhaps enroll in a Design & Technology class or a VET course in a related field. If they love helping people, maybe a Health & Human Development subject or community service elective. Keep a balance – they should continue improving core skills (literacy, numeracy) but also have at least one or two subjects that genuinely excite them or build a specific skill. Importantly, don’t let the student get left with only “life skills” units unless that’s truly appropriate – students with disability are entitled to pursue academic or vocational subjects like any peer, with reasonable adjustments. Unfortunately, research shows many face low expectations and limited options at this stage, which can shrink their opportunities later. Advocate for access to the full range of subject options (with support if needed) or appropriate vocational pathways. If considering a VCAL/applied learning route or an alternate senior certificate, ensure it includes real work experiences and credentials that will help after school (not just classroom-based activities). Subject selection is also a time to plan for any VET programs or School-Based Apprenticeships/Traineeships (SBATs). Ask about SBAT opportunities where your child could start a traineeship in Year 11/12 (for example, a Certificate III in retail, hospitality, IT, etc., while working one day a week at a host employer). Programs like Ticket to Work specialize in setting up these school-based traineeships, which have been very successful in leading to jobs. If your teen is keen on a trade or a specific industry, an SBAT can be a fantastic pathway: they earn a certificate and work experience before even leaving school, often leading directly into an apprenticeship or job offer.
• Start Work Experience (Get a Taste of Work): Many schools do a compulsory work experience in Year 10 – typically a short stint (e.g. a week) in a workplace of the student’s choosing or arrangement. Ensure your child takes part and that the placement aligns with their interests if possible. While one week is short, it’s a valuable taste of working life – the student can learn basic workplace routines and discover if they like a certain type of work. However, as mentioned, one or two weeks may not be enough for them to really benefit, so treat it as a starting point. If your child loved the experience, see if they can continue occasionally (some employers might welcome a regular volunteer/intern a few hours a week). If the school’s Year 10 work experience options are limited or not ideal (sadly, some schools might place students with disability only in on-campus roles or segregated settings like an ADE), don’t hesitate to find or suggest your own placement. Work with the school’s careers advisor to arrange a placement in open employment – families can use personal networks or approach local businesses. Remember, the school is still responsible for paperwork and insurance if it’s an official placement, even if you sourced it. If your teen doesn’t do formal work experience in Year 10, you can still look for other ways: maybe a casual small task (like helping at a family friend’s shop), volunteering on weekends, or even just workplace visits. The goal is to expose them to real work environments early. This will also give you all something concrete to discuss in the transition plan – what worked or didn’t in that experience, what supports were needed, etc.
• Introduce NDIS Employment Goals: If your child is an NDIS participant and will likely need extra support for employment, Year 10 is a good time to flag this in their NDIS plan. Ensure there’s an “employment” goal included in the plan by age 15 or 16. For example, a goal like “After school I want to get a paid job in the community” or “I want to build work skills and find a job I enjoy.” Having an employment goal makes it easier to get NDIS funding for relevant supports (such as SLES in the future, or funding for a support worker to help with work experience). Talk to your LAC or planner about adding Finding and Keeping a Job supports. Even though SLES funding itself wouldn’t kick in until the final year of school, there are pre-SLES supports that can be used earlier. By introducing the idea now, you’re laying the groundwork for a smooth ask later. Also, check the age eligibility: NDIS can fund certain employment supports for students before they leave school – like help with finding work experience, or a support worker to assist at a job trial. Ask about these in your plan review. For instance, you might request some capacity building hours for “employment preparation” to use in Year 11 for career counselling or work coaching. Note: The school remains responsible for standard career ed and transition support, but NDIS can augment that with individualized help.
• Build Independence and Social Skills: Year 10 is also a great time to start boosting any independence skills that will help in the workplace. This could be part of the NDIS plan (e.g. budgeting, travel training as mentioned, or learning to use a phone or public transport), or simply life learning at home. Encourage your teen to take on more responsibilities appropriate to their ability – it could be as simple as managing their own schedule, making appointments, or practicing communication by ordering at shops. These little things add up to greater confidence. If they have anxiety or social difficulties, consider engaging therapies or programs now (like social skills groups or sessions with a psychologist) to build coping strategies well before the pressure of leaving school hits.
• Connect with Transition Programs: Begin researching any local initiatives targeted at school-to-work transitions. For example, Ticket to Work networks often start engaging students from Year 10 onwards to connect them with after-school jobs or traineeships. There might be information sessions, career expos or transition fairs in your community – attend these with your teen to learn about opportunities. Your school might host a transition evening or invite providers like Next Gen Youth Employment to speak about options after school. Make sure to participate and gather contacts. Early connection with outside support providers can be helpful. Next Gen Youth Employment, for instance, welcomes early enquiries – even if your child is two years from graduating, we can provide advice on steps to take during school and keep in touch about future SLES intake. By the end of Year 10, aim to have a clear idea of the broad direction (further study vs. straight to work, general field of interest, etc.) and have set the wheels in motion via the school plan and NDIS plan.
• Year 10 summary: Plant the seeds now. Secure a transition plan with school, align subjects with goals, get that first taste of work, and signal to NDIS the intention for employment support. It’s about setting a foundation so Year 11 and 12 can build on real experiences and targeted skill-building. As a parent or supporter, this is the year to start stepping back just a little and let your young person voice their hopes – with guidance, but ensuring it’s their aspirations leading the way.

Year 11: Building Skills and Experience

Year 11 is the time to expand on the groundwork laid previously. In this year, students often increase their work-related activities and start making more concrete plans for after Year 12. Here’s what to focus on in Year 11:

• Increase and Diversify Work Experience: If possible, go beyond the token one-week placement. Work with the school to incorporate regular work experience into Year 11 – for example, a placement one day a week for a term, or a series of shorter placements in different settings. Some schools allow flexible scheduling for this, especially for students on a vocational path. If the school itself doesn’t offer much, get creative: engage your Support Coordinator (if you have one) or talk to local disability employment providers to source opportunities. Programs like Ticket to Work or local councils might have work experience programs for senior students. The aim is to give your teen more hands-on work exposure throughout Year 11, which helps them refine what type of jobs they like and build a portfolio of experience. For example, a student might try a hospitality placement in Term 1, then an office assistant role in Term 3. Keep notes or ask employers for feedback after each stint – this can go into a transition portfolio documenting skills gained, employer comments, and the student’s reflections (what they enjoyed or didn’t). Such a portfolio is great for showing future employers or training providers what the student is capable of. It also boosts the young person’s confidence as they see their accomplishments add up.
• Leverage NDIS Funding in School Years: By Year 11, hopefully the student’s NDIS plan includes some employment-related supports (if not, advocate in the next plan review). Use those supports flexibly to maximise work experience outcomes. For instance, NDIS capacity-building funding could pay for a support worker or job coach to help find suitable work experience placements and accompany the student initially. They might assist with contacting potential employers (some families write a short script or notes for calls, which a support worker or teacher can help the student practice). Funding can also be used to create things like a resume or portfolio, do travel training to the worksite, or provide on-site coaching to learn tasks. Make sure an employment goal is in place in the NDIS plan as discussed, or else such supports might not be approved. In Year 11, your teen may also benefit from starting to meet with or tour potential SLES providers (even though SLES doesn’t start until after Year 12, many providers including Next Gen Youth Employment are happy to meet students and families earlier to explain their program). This can be done informally or through school expos. Getting an idea of which provider might be a good fit can guide your NDIS planning (you might want to request funding for SLES in the plan that will cover the end of Year 12). We at Next Gen often advise families on how to word goals or what reports are useful for NDIS to justify SLES funding – don’t hesitate to reach out for this kind of guidance in Year 11.
• Explore Apprenticeships, Traineeships and Further Education Options: By now, some students have a clearer picture of the direction they want to head. Year 11 is ideal for exploring specific post-school options like apprenticeships, traineeships or college (TAFE/university). If your teen is leaning towards a trade or industry, investigate school-based apprenticeships (if not already doing one) or at least meet with an Australian Apprenticeships Support Network provider to discuss how to transition into an apprenticeship after school (they can sometimes start the sign-up process in Year 12). If higher education is the goal, begin looking at prerequisite subjects or bridging programs. For many students with disability, TAFE (vocational college) can be a great stepping stone after school – see what certificate or diploma courses align with their interests and what support TAFE offers to students with disability. Also consider traineeships, which are like apprenticeships but in non-trade occupations (business admin, IT, retail, etc.). Some progressive employers or programs might let a student start a part-time traineeship while in Year 11/12 (Ticket to Work has facilitated many of these with great success). The core idea is to link the dots between school and the next step: if the student might do a Certificate IV in IT at TAFE, maybe their Year 11 work experience can be in an IT department; if they want to work with animals, perhaps volunteer at an animal shelter weekly. Use Year 11 to try out these fields so that by Year 12, the plan is clearer.
• Career Mentoring and Guidance: Around this time, schools often provide career counselling sessions. Make sure your child is included and prepared for those. It can help to sit with them beforehand to list their interests and questions. Also consider seeking external career mentors or connecting with peers/role models. Does your teen know any successful adults with disability in the workforce? Hearing their stories can be inspiring. Next Gen Youth Employment occasionally runs peer mentoring or brings in guest speakers – keep an eye on such opportunities. Year 11 students can also attend career expos or disability employment expos (if available in your area) to meet potential employers and providers. Encourage your teen to practice talking about their goals and asking questions – these soft skills are important.
• Refine the Transition Plan: Revisit that formal transition plan with the school this year. Update it with any new insights (e.g. “Student discovered interest in horticulture after work experience at a nursery” or “Student needs to improve customer service skills – will focus on that in next placement”). Also, ensure the plan now includes specific actions for Year 12 (like “apply for SLES funding”, “visit DES providers”, “obtain ID documents for work”, etc.). The plan should evolve as your child does. Keep pushing for it to include concrete steps – for instance, if the initial plan said “do work experience,” now specify how often or where. If it mentioned “career goal in retail,” perhaps update to “goal: obtain a retail traineeship by end of Year 12”. Having these details helps everyone stay accountable.
• Shortlist Post-School Providers and Supports: By end of Year 11, start researching and comparing SLES providers if SLES is relevant. SLES programs can differ – some may focus more on certain industries or have different styles (group-based vs one-on-one). You’ll want a provider that aligns with your young person’s needs and personality. Next Gen Youth Employment, for example, offers a personalised SLES program with components like Discovery & Exploration (finding the participant’s passion), Training & Certification (helping them get qualifications), and real Employment Placements. We pride ourselves on tailoring to each youth’s goals – whether they need more time building confidence or are ready to jump into a work trial, we adjust accordingly. As you research, look at things like: the staff qualifications, the structure (e.g. 1:1 coaching vs group activities), success stories, and how they involve families. It might also be time to learn about Disability Employment Services (DES) in your area. DES are agencies funded by the government (not NDIS) that help people with disability find jobs in open employment. Typically, a student would transition to a DES after finishing school (or after finishing SLES, since SLES is more preparatory). Some students who are more job-ready might even go straight to a DES in Year 12 or after school instead of SLES. It’s good to know who the DES providers are and what they offer; some DES might even engage with students late in Year 12 to line up job opportunities as soon as they graduate. Take note of any ticket-to-work or internship programs that DES or others run for school students. By gathering this info in Year 11, you won’t be scrambling in Year 12 when decisions need to be made.
• Ensure Ongoing Student Involvement: Amidst all this planning, keep your son or daughter involved and informed. At 16 or 17, they should be gradually taking a lead in conversations about their future. This might mean having them attend part of meetings with the school or NDIS (with support if needed), or simply making sure they agree with how you’re picturing their post-school plans. Sometimes, new interests spark in Year 11 and that can change the direction – be open to that. Maybe a student who always wanted to work with cars discovers a passion for cooking after a hospitality placement; update the plan to reflect that new goal of perhaps entering a culinary course or apprenticeship. It’s a journey of discovery, and their dreams should guide the adjustments.

In summary, Year 11 is about expansion – more experience, more skills, and clearer choices. By the end of Year 11, your teen ideally has a few work experiences under their belt, a stronger idea of what they want (and don’t want) in a job, and the supports in motion (school and NDIS) to make Year 12 really count.

Year 12: Final Steps to Employment

Year 12 is the culmination of the transition planning process. It’s a busy year academically, but it’s also when final arrangements for post-school should be made. The goal is that by the time the student finishes Year 12, they have a plan ready to roll for the next chapter – whether that’s starting a SLES program, beginning a job, or further training. Key actions for Year 12 include:

• Confirm NDIS School Leaver Supports (SLES): If your young person is eligible for NDIS and planning to use School Leaver Employment Supports, this is the time to lock it in. Typically, in the final plan review before leaving school (often scheduled mid-Year 12), you should request SLES funding be included so it activates upon school completion. SLES is an NDIS support specifically designed for Year 12 school leavers with disability, providing up to two years of intensive employment preparation and training. It can cover things like continued work experience, job site training, travel training, and life skills – all geared toward achieving an employment outcome. Make sure the NDIS planner knows which SLES provider you intend to use (if you’ve decided), as some regions may allocate funding slightly differently depending on provider quotes. Have evidence ready: school reports, any letters from providers or therapists supporting the need for SLES, and a clear employment goal in the plan (e.g. “I want to get open employment in X field, and need support to build my capacity after school”). When approved, SLES funding will appear under Capacity Building – Finding and Keeping a Job category in the NDIS plan, usually for a set period after school. If, for some reason, SLES is not approved or not the right fit, ensure alternative supports are in place (like enough funding for continued skill-building, or engaging a DES early). But for many, SLES is a critical bridge from school to work. Next Gen Youth Employment is a registered SLES provider, so we work with families around this time to get all the ducks in a row – from confirming funding to signing a service agreement ready to commence as soon as school ends.
• Choose and Engage a Provider: By early Year 12, decide who will deliver the post-school supports. If SLES is in the plan, this means choosing a SLES provider and perhaps doing intake paperwork or initial planning with them. We recommend meeting with your chosen provider (or a couple of providers if still undecided) around Term 3 of Year 12 at the latest, so your teen can familiarise themselves with the program and staff. If you’ve chosen Next Gen Youth Employment, for example, we would develop an individualised plan for the young person – identifying their goals, scheduling any holiday work experience pre-start, and ensuring a seamless transition. Some providers may even let the student join in some group activities before officially finishing school, to build rapport (check with each provider’s policies). If the plan is to use a Disability Employment Service (DES) instead (or after SLES), you should also decide on a DES provider by the end of Year 12. DES can actually be approached while the student is still in school; they might hold off registering them until a month or so before they finish, but it’s good to have it lined up. Remember, SLES and DES typically don’t run concurrently long-term – SLES is to build work readiness, and then one usually transitions into DES when ready to actively job search. There can be overlap during handover (for example, towards the end of SLES, your provider might help you connect to a DES so you can seamlessly move into job hunting). Plan for this handover: ask your SLES provider how they will assist with transitioning to DES or employment. At Next Gen, we coordinate closely with DES partners as a student nears job-ready status, so that no momentum is lost. If your child is leaving school and is fairly job-ready now, they might skip SLES and go straight into DES support – ensure they have a resume and any references from school or work experience to take to the DES.
• Targeted Work Experience and Trials: In Year 12, try to arrange more targeted, interest-aligned work experiences or work trials – ideally longer-term. For instance, if a student by now knows they want to work in childcare, secure a weekly placement at a childcare centre for a whole term. This not only gives deeper experience, but might even lead to a job offer or apprenticeship after school if the employer sees their potential. Many employers are open to taking a student on as a trial and then transitioning them to paid work if it works out. Use this to your advantage in Year 12: treat each work experience as an extended “interview” for future employment. Encourage the student to be proactive and show their enthusiasm; even if they can only do a limited range of tasks, attitude goes a long way. Also, collect evidence from these placements – perhaps a short reference letter or certificate of completion from the employer, which can go in the student’s portfolio or resume. If possible, have the student build a simple resume now, listing their Year 10/11/12 work experiences and any courses or awards. This will be useful when approaching employers or DES providers later.
• Life After School Preparation: As graduation nears, there are some practical things to tick off. Ensure the student has necessary documents for work: a Tax File Number, bank account, maybe a Working With Children Check if going into relevant fields, and so on. Many schools help with TFN applications in Year 12 – double check. Also, discuss with your teen the changes that will come: they will have more free time after school ends and will need to manage their routine. Having a structured program like SLES will help keep them busy, but there will be adjustments. It’s good to have conversations about how they feel leaving school – excitement, nervousness, etc. If they have close friendships at school, think about how to maintain those (so they don’t become socially isolated after graduation). Some students struggle with the loss of the school environment, so plan some ongoing social or community activities post-school (NDIS funding can also support community participation programs). Essentially, wrap the employment plan into a broader post-school plan: what will their week look like once school is over? Maybe 3 days at SLES, plus volunteering at a sports club, plus a social group on Fridays, etc. Having this mapped out can reduce anxiety about the unknown.
• NDIS Plan Review for Post-School: Ensure the NDIS plan covers the immediate post-school period. This might mean scheduling a plan review for October/November of Year 12 to add SLES, or if the plan is annual and already covers that period, confirm it has what’s needed. If your teen is 17 turning 18, remember they will become an adult in the NDIS eyes, so consider whether you (parent) will remain as a nominee or whether they will take on more responsibility in managing their plan. Also, check other funding like personal care or transport – leaving school might change some needs (e.g. transport funding if no longer getting a school bus, etc.). A good employment-focused NDIS plan for a school leaver might include: SLES funding (or other Finding & Keeping a Job supports), some capacity building for daily living (to keep building independence), maybe therapy hours if needed to maintain supports (like therapy to help with communication or anxiety during transition), and possibly assistive technology if the person needs any for work (e.g. hearing device, wheelchair modifications for a workplace, etc.). Consult with your providers on what to request.
• Celebrate Achievements and Next Gen Transition Ceremony: Don’t forget to celebrate how far your young person has come! Year 12 is full of graduation events – use those as an opportunity to acknowledge their achievements in work preparation too. Some families host their own “transition to adulthood” celebration or give the student a special certificate for completing school-to-work preparation. It might sound small, but recognizing these efforts boosts the young person’s self-esteem as they step out of the school gates. For instance, you could create a scrapbook of their work experience photos, certificates and school memories to present at graduation – highlighting that they are ready for the next chapter. At Next Gen Youth Employment, we love hearing about these journeys. We often mark the end of school for our incoming participants with a welcome event or a planning session that feels a bit like a “commencement” into our program. The transition is not an end, but a beginning.
• Smooth Handover to Post-School Life: As the year closes, make sure there’s no gap between school and what’s next. If using SLES, coordinate the start date – many providers will start in January of the next year or even December if school finishes early. If going to open employment or DES, line up any job interviews or training courses to start soon after graduation. The longer a young person sits at home after school with nothing to do, the harder it can be to motivate them (and they might lose some of the skills and routine they had). So aim for a quick pivot: school ends on a Friday, and by Monday or the next week, they know they have somewhere to be – even if just an induction meeting or a casual summer job. Of course, a little break is fine (everyone needs a holiday), but have something locked in. Keep the momentum going that you’ve built over the last three years of planning.
• Year 12 summary: Lock in the plan and launch! This year is about finalising support, securing the right program (SLES/DES) for after school, and giving the student meaningful experiences that often directly lead into post-school opportunities. It’s the bridge from the familiar structure of school to the new world of work and adult life. By executing these steps, you are ensuring that come graduation, your young person is not standing at that cliff edge – instead, they’re already walking confidently across a bridge toward their employment goals.

Keeping the Young Person’s Voice at the Centre

Throughout Years 10–12, one principle should guide every meeting, every decision, and every plan: it’s your young person’s life and future. In the hustle of organising subjects, supports and services, it can be easy to unintentionally sideline the very person all this is for. To make sure the student’s voice remains central:

• Involve them in planning meetings: Encourage your child to attend and contribute to school transition meetings or NDIS planning meetings as much as they are comfortable with. Even if they don’t speak much in the meeting, being there signals that the process is about them. Prior to meetings, discuss the agenda with them and ask what they want to say or if there’s anything they want you to bring up on their behalf.
• Help them identify their strengths and interests: Sometimes teens struggle to articulate what they’re good at or what they want. Use person-centered planning tools or just casual chats to draw this out. What do they love doing in their free time? What tasks at school do they take pride in? What kind of environment do they thrive in (indoors/outdoors, quiet/busy)? By Year 12, they should have a sense of at least a couple of fields they might enjoy. Ensure the transition plan captures those interests. The official plan should not just list services, but also the young person’s own vision for their life – e.g. “John has a passion for cooking and hopes to work in a restaurant or cafe after school.” That vision drives the rest.
• Make choices available: Wherever possible, present choices to your young person rather than making decisions for them. This could be which work experience to try (“Would you prefer to work in the school canteen or at the local grocery store for your placement?”), which provider to use, or which subjects to take. Of course, you’ll guide them with reality (e.g. “Maths is important for the TAFE course you want, so you might need to stick with it even if it’s hard”), but involve them in weighing pros and cons. This builds decision-making skills. It also trains them to advocate for themselves – a crucial ability once they are in the workplace or dealing with adult services.
• Combat low expectations: Unfortunately, many students with disability internalise the low expectations around them. They may think a good job is out of reach because they seldom hear otherwise. Continuously communicate your confidence in their potential. Highlight their successes (“You handled that task really well at work experience – see, you can do it!”). Introduce them to role models, as mentioned, or success stories of people with disability in employment. The more they see that “people like me can do these things,” the more empowered they’ll be to voice their ambitions. One study noted that most students with disability in mainstream schools faced a culture of low expectations and little talk about life after school, which limited their options by Year 10. Simply flipping that narrative – by expecting success and talking about the future often – can significantly change outcomes.
• Encourage self-advocacy: Teach your teen how to express their needs and accommodations. For example, during a work experience, if they need instructions written down, encourage them to ask the supervisor for that. If they’re going to an NDIS meeting, have them practice saying in their own words what they want to do after school. This might be as simple as “I want to get a job in landscaping and I might need help to do that.” It doesn’t need to be polished – authenticity is powerful. Professionals are often swayed (for the better) when they hear directly from the young person. It reminds everyone that this is about a real individual with dreams.
• Regular check-ins: Every few months, do a casual “check-in” with your child about the plan. Do they still like the idea of X career, or has something changed? Are they anxious about any upcoming step (like finishing school, or starting with a new provider)? These talks can be around the dinner table, during a drive, or whenever they’re relaxed. Listen to their concerns or excitement, and adjust plans if needed. Maybe they tried a certain task and hated it – better to learn that now and pivot to something else. The plan should be living, adapting to the young person’s evolving sense of self.

Remember, the ultimate aim of transition planning is to set the young person up for a fulfilling adult life of their choosing. Keeping their voice at the centre is not only the right thing to do ethically, it also leads to better outcomes – because when youths take ownership of their goals, they strive harder to achieve them. As a parent or educator, your role shifts from decision-maker to facilitator and supporter. This can be a big adjustment, but it’s rewarding to see the student grow into an active agent in their own life.

At Next Gen Youth Employment, we make it a point to put young people in the driver’s seat of their journey. Our youth coaches are trained in person-centred planning and will always ask the participant what they want, rather than assuming. We also ensure the young person is comfortable with every step – whether it’s choosing a work experience site or setting a personal goal – because buy-in and motivation come from feeling heard.

Next Gen Youth Employment: Your Partner in Transition Planning

Throughout this journey from Year 10 to Year 12, having the right support can make all the difference. Next Gen Youth Employment prides itself on being more than just a service that steps in after school ends. We are here to be a partner in proactive transition planning, working alongside students, families and schools well before graduation day. In fact, Next Gen Youth Employment was founded to be “the bridge between school and a successful career” for young people with disabilities. We understand that preparing for employment is a process that starts years in advance, not a last-minute add-on.

How can Next Gen help you plan your pathway? Here are just a few ways:

• Personalised Guidance in Years 10–12: Our team can provide one-on-one consultations even while the student is still in school. We offer insights on subject selection (for example, advising on VET courses or traineeships that align with the student’s interests) and can attend school transition meetings on request as an advocate or additional expert. We help families identify appropriate work experience opportunities and, through our strong community networks, can often connect you with inclusive employers for placements. By engaging with Next Gen early, you gain a knowledgeable ally who knows the NDIS system, the school system, and the world of work – and can help coordinate these pieces.
• Tailored SLES Program After Graduation: As a registered SLES provider, Next Gen Youth Employment delivers a comprehensive School Leaver Employment Supports program that is customised to each individual. Our approach includes stages of Discovery & Exploration, Training & Certification, and Employment Placement, as mentioned earlier. What does this mean in practice? It means from day one, we focus on unlocking the young person’s passions and strengths (maybe through career interest assessments, trying out different activities). We then ensure they get any necessary training or qualifications – this could be enrolling them in short courses, helping them obtain certifications like First Aid or White Card, or practicing employability skills like interview techniques. Finally, we facilitate real work trials and job placements in line with their goals. For example, if a participant wants an office job, we might arrange a work trial in an admin role at one of our partner companies. All of this is done with ongoing coaching and support: our Youth Coaches mentor the young person each step, building their confidence and addressing any challenges that arise on the job. We celebrate each milestone – be it mastering a new skill or landing an interview.
• Family-Centred and Collaborative: We recognise that parents and caregivers are key players in a successful transition. Next Gen keeps families in the loop with regular progress updates and strategy sessions. We can also coordinate with schools (with permission) to share our insights and ensure continuity. If your child has therapists or other supports, we’ll collaborate with them too. Our goal is a holistic approach – everyone pulling in the same direction towards the young person’s employment goals. As our name suggests, it’s about empowering the “Next Generation” – and that includes empowering families with knowledge and support.
• Deep Understanding of NDIS and Supports: Navigating NDIS funding for employment can be complex. Because we specialise in youth employment under NDIS, we can guide you through what to request in plans, how to word goals, and even provide reports to justify supports like SLES. We stay up-to-date with NDIS policy changes and price guides, so you don’t have to. If you’re unsure how SLES differs from DES, or when to switch to DES, we will explain and plan that timing with you. We also advise on using complementary supports like the JobAccess program (a government program offering workplace help like funding for modifications or equipment) when the young person does secure a job. In short, we’re experts in the “school to work pathway” and will ensure no available support is overlooked.
• Focus on the Young Person’s Dreams: What truly sets Next Gen Youth Employment apart is our unwavering focus on the individual’s aspirations. We truly believe in each participant’s potential. As our motto says, we’re not just a stepping stone – we’re the launchpad for youths with disabilities to achieve their dreams. We make sure the young person’s voice guides our plan. If your teenager says they want to explore a career in something very specific (even something that might seem ambitious), we listen and then work out a way to give it a go. And if they’re not sure what they want yet, we patiently help them explore until that spark emerges.

Planning your pathway from school to work can feel complex, but you don’t have to do it alone. Next Gen Youth Employment is here to lighten the load and provide expert, caring support along the way. Whether your child is just starting Year 10 or about to finish Year 12, we can step in at any point to add momentum and clarity to the transition process.

Get in Touch with Next Gen for a Smooth School-to-Work Transition

If you’re a student, parent or educator looking at the road from school into employment and wondering how to make it all come together – Next Gen Youth Employment is ready to help. We invite you to reach out to our team for personalised advice and support. Together, we can map out a tailored plan that puts the young person on the path to a fulfilling career and greater independence.

Contact Next Gen Youth Employment today for more information and assistance. Whether you need guidance on early transition planning in Year 10, help navigating NDIS funding for SLES, or a hands-on partner to deliver employment supports after school, we are here for you every step of the way. Let’s work hand-in-hand to make the journey from school to work a positive, empowering experience for your young person. Your child’s future is brimming with potential – and with the right planning and support, that future starts now.