Leaving school and starting work is a big shift for any young person. If you are a school leaver with disability, that shift can feel even bigger because the support around you changes shape. At school, support may have looked like teachers checking in, education support staff helping you stay on task, adjustments to classwork, regular routines, and adults who already understood your history. In the workplace, support is still possible and still important, but it usually looks more practical, more role-specific and more shared between you, your supervisor, the employer, and any outside supports you choose to use. Australian school settings are required to make reasonable adjustments so students with disability can participate on the same basis as their peers, including adjustments to teaching, learning and assessment. Workplace support sits under a different system, where the focus is on doing the job safely, effectively and fairly, with reasonable adjustments where needed. 

This matters because the transition from school to work is not just about finding a job. It is about learning a new structure, a new set of relationships and a new way of asking for help. The Fair Work Ombudsman says the transition from school to work is a big one, and best-practice employers help young workers make that transition by putting practical, supportive and tailored policies in place. Fair Work also notes that workplace communication is often different from communication at school, at home or socially, and that young workers may need clear expectations, demonstrations, feedback, mentoring and a safe contact person for questions. 

There is also a strong reason to get this transition right. In 2022, 80% of young people with disability aged 15–24 who were in the labour force were employed, compared with 92% of young people without disability; AIHW also reports that 72% of young people with severe or profound disability in the labour force were employed, though that estimate should be used with caution because of sampling error. At the same time, the ABS found that 62.5% of working-age people with disability experienced employment restrictions in 2022, including restrictions around the type of job or number of hours they could work. More recently, AIHW reported that in 2025–26 Q2, 63% of employed NDIS participants aged 15–64 said they got the support they needed to do their job, but only 57% of those aged 15–24 reported the same. That suggests younger workers may need extra help to settle in, understand expectations and ask for support early. 

That is exactly where School Leaver Employment Supports can make a difference. The NDIS describes school leaver employment supports as a critical bridge between school life and work. These supports are designed to help school-leaving participants explore their work potential, build skills, confidence and independence, and test what kinds of support they may need through real work experience. The NDIS provider handbook says SLES should not be delivered as a one-size-fits-all program; it should be person-centred, individually tailored, strategic and planned. 

That personalised approach is also central to. On its website, explains that SLES is its core service and that young people are paired with dedicated Youth Coaches, supported through discovery, training, work trials, placements and ongoing mentoring. In other words, support does not end after school. It becomes more practical, more targeted and more connected to real job tasks. 

Why this transition feels so different

A big part of the stress school leavers feel is that school and work are organised for different purposes. School is built around learning, assessment and attendance. The legal framework for disability support in school focuses on helping students participate in education on the same basis as their peers, including through adjustments to teaching, learning and assessment, regular consultation with families and collaborative planning around the student’s needs. That often means support is broad, continuous and built into the school day. 

Work, by contrast, is built around tasks, safety, performance, communication and the needs of the role. A workplace still has responsibilities to support disabled employees, but the support is usually more directly linked to how you do your job. JobAccess explains that reasonable adjustments at work can include physical changes to the workspace, equipment or services, and changes to job tasks or the way you work. The Australian Human Rights Commission adds that adjustments can also include changes to work schedules, job design, induction, training and the use of a mentor or support person. 

That difference can feel unsettling at first. At school, people may already know you need information repeated, extra time, a visual plan, or a quieter environment. At work, people often do not know that yet. They may be welcoming and supportive, but they still need to learn what helps you do your best. The NDIS employment guide makes this clear: support can include helping your employer learn how best to support you at work, on-the-job coaching, training and mentoring, and adjustments to tasks, learning tools or the setup of your workspace. 

This is one reason the school-to-work change can feel more “adult” or less predictable. It is not because support disappears. It is because the support becomes more collaborative. Instead of a teacher or aide automatically stepping in, you may need to ask a supervisor a question, use a checklist, talk with your employer about a change to your routine, or work with a Youth Coach to practise a task before a shift. Fair Work’s best-practice guidance for young workers says employers should explain expectations clearly, demonstrate tasks more than once if needed, provide training appropriate to the worker’s experience and knowledge, and make sure young workers know who to go to with questions. 

It also helps to remember that this transition is not meant to be random. Evidence from the Centre for Inclusive Employment highlights six broad ingredients that support good school-to-work outcomes for young people with disability: family involvement and high expectations, transition planning, skills development, work experience or paid employment, employment supports, and collaboration between different services. The Disability Royal Commission progress report similarly highlights the importance of transition planning, structured work experience aligned with a student’s goals, and links to employment providers and the NDIS. 

That means if work feels different, that does not mean you are failing. It means you are learning a new system. And like any new system, it makes sense when someone explains the structure, shows you who does what, and helps you practise how to use it. This is a big part of what does through SLES transition support: helping school leavers understand not just how to get a job, but how workplace support for school leavers actually works once the job starts. 

School and work are structured differently

One of the easiest ways to understand the change is to compare the structure of support in school with the structure of support at work.

At school, supports are often designed around access to the curriculum. NSW guidance explains that teachers can make adjustments to teaching, learning and assessment, and that these decisions are made collaboratively with the student and family where appropriate. The Australian Government’s education guidance also says educators must consult regularly with students and parents or caregivers to develop reasonable adjustments and address concerns as they arise. 

At work, supports are designed around access to the job. JobAccess explains that reasonable adjustments might include equipment, changes to work methods, written instructions, daily routines, altered start and finish times, or task changes. The Human Rights Commission adds that employers can change job design, work schedules, work practices and induction arrangements, and may provide mainstream training, a mentor or other assistance. 

So the question changes. In school, the question is often: “What does this student need to access learning?” In the workplace, the question becomes: “What does this worker need to do the inherent requirements of the job safely and well?” The Human Rights Commission says employers should make decisions based on a person’s ability to perform the essential activities of the job and should not make assumptions about what someone can or cannot do because of disability. 

Another difference is the type of routine. School routines are usually large-scale and shared: class periods, bell times, regular teachers, term calendars and repeated patterns. Work routines are often smaller and more task-based: shift start times, break times, rosters, induction steps, safety procedures, and the order you complete tasks. That is why written reminders, labels, task lists, prompts and routine-based supports can be so helpful in workplaces. JobAccess specifically lists written instructions, task lists, labels, prompts, reminders and clear daily routines as examples of changes that can support memory and organisation at work. 

Communication also changes. Fair Work says the way people communicate at work is often different to how they communicate at school, at home or socially, and that young workers may need support understanding professional communication expectations, including tone, timing and which method of communication is appropriate for different situations. Fair Work also recommends that employers help young workers understand how to notify if they are unwell, ask for changes to hours, request leave, and get clarification when unsure. 

There is also usually less automatic prompting. That can sound scary, but it is not meant to be harsh. A workplace often expects that, with the right induction and supports, you will increasingly use tools and systems instead of relying on one person to remember everything for you. JobAccess notes that in the first few days of a new job you should ask questions about your tasks, learn the health and safety rules, find out what to do if you are sick or late, and ask what support is available while you are at work. Some workplaces have formal support programs; others rely on supervisors, co-workers or buddies. 

This is where a lot of school leavers get caught off guard. They think independence after school disability means “I should not need help anymore.” That is not what the evidence says. The NDIS guide to employment describes support at work as including on-the-job coaching, training, mentoring and task support until you can do things yourself, with support delivered one-to-one or in groups depending on the person and the job. In other words, independence is often the outcome of planned support, not the absence of support. 

Your support team changes shape

A helpful way to reduce anxiety is to know exactly who each person is in your new support team and what they are there to do.

Your supervisor is usually your first work contact for day-to-day questions. Fair Work says induction is the time for employers to communicate expectations and give new employees the opportunity to ask questions, and that regular communication is essential for feedback and early discussion of concerns. JobAccess also says that in your first few days, you should ask questions about your job and the tasks you need to do, and find out what happens if you are sick, late, or unsure what to do in an emergency. 

That means your supervisor is not your teacher, but they are still one of your key helpers. A good supervisor explains priorities, checks you understand tasks, notices safety issues, and gives feedback on how things are going. Fair Work’s guidance for young workers recommends that supervisors or other leaders set expectations from the beginning, demonstrate things a few times if needed, let young workers know they can ask questions, and be clear that raising safety concerns does not mean someone is bad at the job. 

A mentor or buddy can be different from a supervisor. Fair Work recommends that employers consider appointing both. It describes a mentor as someone senior but not the direct supervisor who offers support, advice and regular check-ins, and a buddy as an approachable colleague or peer who can answer simple day-to-day questions without the worker worrying about what more senior staff might think. The Human Rights Commission also lists a mentor or support person as a possible workplace adjustment. 

For many school leavers, that buddy role is especially useful. Sometimes the hardest questions at work are not the “big” ones. They are the small ones: “Where do I put this?”, “What happens at lunch?”, “Who do I tell if the printer jams?”, “Can I wear headphones here?”, “What do I do when I finish this task?” A buddy, supportive co-worker or designated contact person can make these small moments far less stressful. JobAccess notes that some workplaces have support programs or co-workers who can help you as you learn. 

Human resources or administration staff may also be part of your support team, especially in larger workplaces. They are often involved in paperwork, policies, onboarding, privacy matters and any more formal issues. JobAccess says that if you are worried about how people are acting around you at work, or if questions are becoming intrusive or inappropriate, you can speak to your manager and may also be able to raise issues with HR. 

Your my NDIS contact or support coordinator can still matter after school as well. The NDIS employment guide says these contacts can help you think about work goals, share them at your plan meeting, connect with employment support providers, and help if you have concerns you cannot solve directly with your provider. The same guide explains that providers should report on your goal, what supports have been delivered, your progress so far, the skills still to build, and the plan to get you there. 

External workplace support services can also be part of the picture. JobAccess provides expert advice on finding and keeping a job, workplace adjustments and modifications through the Employment Assistance Fund, and resources on employee rights and workplace support. The NDIS employment guide also points people toward community programs, disability employment services and the Employment Assistance Fund for workplace assistance and support services. 

And then there is the role of your Youth Coach from. This is often the person who helps school support translate into workplace support. On its SLES pages, explains that each young person is paired with a Youth Coach, then supported through interest and skill assessment, training, paid work trials, traineeships, job placements and ongoing mentoring. The organisation also highlights that it assists families to align NDIS planning with employment goals and provides structured, supported work experience in real workplace environments. 

In practical terms, a Youth Coach can help you work out what support you actually need, practise how to ask for it, prepare for induction, understand your role, reflect after each shift, and build habits that gradually reduce reliance on school-style prompting. The team can also help families understand that support is not vanishing after school; it is being reorganised around adult systems, employment goals and real workplaces. 

The success stories on the website show what this can look like in real life. In Lucas’s case, his Youth Coach recognised his strengths in detail-focused administrative roles, helped him build workplace and social strategies, and supported him into a paid government traineeship where he adapted well to a structured environment. In Alex’s case, his Youth Coach helped turn an interest in hands-on work into a carpentry pathway, working on time management, following instructions, and confidence in team settings before and during a paid apprenticeship. 

What workplace support can actually look like

A lot of young people hear the phrase “reasonable adjustment” and imagine something formal, expensive or complicated. In reality, support at work is often simple, practical and specific to the task.

JobAccess explains that workplace adjustments can include physical changes such as better lighting, moving a desk to reduce noise and distractions, more accessible toilets, or assistive technology such as screen reading software. It also gives examples of changes to work methods, like written instructions, task lists, labels, prompts, reminders, clear daily routines or the ability to share ideas by email instead of speaking in a large meeting. Work hours or start and finish times can also be adjusted in some situations. 

The Human Rights Commission gives further examples: changes to recruitment procedures, modifications to the workplace, adjustments to job design and work schedules, modified equipment, and the provision of training or other assistance. It specifically mentions induction programs, access to mainstream training, and the use of a mentor or support person for a person with intellectual disability. 

The NDIS guide to employment adds another layer: support can be one-to-one or group-based, can include on-the-job coaching, training and mentoring, and can continue until a person can do their tasks more independently. The guide also says supports can include help to identify strengths and barriers, help with workplace adjustments, education for both the employee and employer, and support for employers to learn how best to support the worker. 

This is why workplace support for school leavers should be thought of as a toolkit, not a single fix. One worker might need a visual checklist, another might need a quieter workstation, another might need tasks demonstrated a few extra times, and another might need a clear person to contact if a shift change causes anxiety. None of those supports are “cheating”. They are examples of inclusive job design and good induction. Fair Work even recommends mentoring or buddy systems, clear explanations of duties and policies, and performance conversations that are practical, supportive and not personal. 

It is also worth knowing that funding support may exist for some changes. JobAccess explains that the Employment Assistance Fund can help pay for workplace modifications, equipment and services necessary for a person with disability to perform their duties, and that it can support people who are already working, about to start work, or self-employed. JobAccess also says the EAF can cover equipment, assistive technology, Auslan services and other workplace support services. 

A separate but related question is whether you need to talk about your disability at work. JobAccess says that disclosure is a personal choice. If your disability affects how you do your job or your safety, you should talk to your employer so support can be arranged. If it does not affect your work or safety, you do not have to mention it. JobAccess also says that when you do talk to your employer, you only need to share information about how your disability affects the job or safety, and any medication that affects safety. You do not need to share unrelated medical or personal details. 

That can be a big relief for school leavers. In school, a lot of adults may already know your diagnosis, support history or learning plans. In a workplace, the conversation can be much narrower and more useful. Instead of explaining your whole life story, you only need to explain what helps you do your job well. The Human Rights Commission similarly notes that if you are applying for a new role, you may choose to let the employer know so reasonable adjustments can be provided in recruitment and so workplace adjustment conversations are easier if you get the job. 

This is an area where can be especially valuable. A Youth Coach can help you work out what is relevant to say, what is private, how to ask for support in a calm and professional way, and how to explain your preferred working style without feeling like you need to apologise for it. That kind of coaching is often the bridge between “I know I need help” and “I know exactly how to ask for the right kind of help”. 

Independence after school grows step by step

One of the biggest myths in the transition from school to work disability Australia is that independence means doing everything alone straight away. That is not how most good transitions work.

The NDIS describes SLES as capacity building. It is there to help young people explore work potential, build skills, develop confidence and independence, and try real work settings to find out what support helps them get and keep a job. It is generally available in the final years of school and directly after leaving school, usually for up to two years, and it is reviewed so the support matches the participant’s goals. 

The NDIS employment guide gives a very practical picture of what growing independence can look like. It includes learning how to get to and from work, how to work in a team, how to solve problems and complete tasks, how to understand the behaviours and communication skills employers expect, and how to build confidence in real work settings. It also says that community participation supports can help with transport, meeting people, teamwork and money management. 

So independence after school disability is not “no support”. It is being able to use the right support in the right way. It is knowing when to check your roster instead of waiting for a reminder. It is using your phone alarm, notebook or visual checklist before you panic. It is knowing which questions go to your supervisor, which go to HR, and which you want to practise first with your Youth Coach. It is also learning how to notice when something is not working and ask for a change before the problem grows. That is exactly the sort of step-by-step growth that SLES is meant to support. 

Fair Work’s guide for young workers supports this approach. It says young workers may need more explanation of their rights and responsibilities, more guidance in professional communication, more demonstrations of tasks, and clear feedback that explains how to improve. It also recommends mentors, buddies, clear expectations from the beginning, and regular reminders about workplace policies. In other words, a supportive workplace does not treat asking for help as immaturity. It treats it as part of learning. 

JobAccess says something similar in a different way. In the first few days of a new job, you should learn the rules, ask about tasks, understand what happens if you are sick or late, find out what support is available, and speak up about emergency support needs. That guidance recognises that learning workplace systems is part of settling into work; you are not expected to magically know everything on day one. 

This is also why “fade-out” support often works better than sudden removal of support. A support person, mentor or Youth Coach might be highly involved at the beginning, then less involved as you become more confident with routines, transport, communication and task sequencing. The NDIS guide explicitly refers to support at work until you can do tasks yourself, which suggests a gradual pathway rather than an abrupt stop. 

At this gradual approach is part of the model. The organisation explains that it breaks the journey into small, manageable steps, beginning with a Youth Coach, then assessment of interests and goals, followed by training, paid work trials, placements and ongoing mentoring. The focus is not on throwing you into a job and hoping it works. It is on helping you build practical habits and confidence over time. 

A simple school-to-work translation guide

Sometimes the easiest way to understand the change is to translate common school supports into workplace equivalents.

If school support looked like a teacher reminding you what comes next, workplace support might look like a written task list, labels, prompts, reminders, or a clear routine agreed with your supervisor. JobAccess specifically recommends these tools for workers who need support with memory or organisation. 

If school support looked like modified classwork or assessment, workplace support might look like a task being demonstrated in smaller steps, extra induction time, a buddy walking you through the routine, or some duties being adjusted so the role fits your strengths. The Human Rights Commission and JobAccess both list changes to job design, work practices and task allocation as valid workplace adjustments. 

If school support looked like a known adult you could always go to, workplace support might look like a clear contact map: supervisor for task questions, buddy for simple day-to-day questions, HR for paperwork or formal issues, and your Youth Coach or provider for support planning and reflection. Fair Work says employers should provide a contact person for young workers’ employment questions, and JobAccess says new workers should know what support is available while they are at work. 

If school support looked like the school already knowing your needs, workplace support might look like a short, practical conversation about what helps you do your job well. JobAccess says you only need to share what is relevant to work or safety, not unrelated personal information. 

If school support looked like a timetable everyone followed, workplace support might look like a roster, start/finish times, break rules, safety instructions and a shift routine that you learn through induction. JobAccess says some employers run formal orientation or onboarding, and Fair Work says induction should communicate expectations and give new workers the chance to ask questions. 

If school support looked like parents, teachers and aides meeting together, workplace support might look like collaboration between you, your provider, your employer and your NDIS contacts. Evidence from the Centre for Inclusive Employment highlights collaboration, family involvement, employment supports and work experience as key ingredients of good transition, and the NDIS guide says my NDIS contacts and support coordinators can help connect you with providers and review progress. 

It can also help to have a few simple phrases ready. For example: “Can you show me that once more?”, “A written checklist would help me remember”, “I understand the first step, but I’m not sure about the second one”, “It helps me if instructions are given one at a time”, or “Who should I ask if I get stuck during the shift?” These kinds of questions line up with JobAccess and Fair Work guidance that encourages young workers to ask questions, learn expectations, and work with employers on practical adjustments. 

If you are not sure whether a support request is “reasonable”, start simple. Think about the task, the barrier, and the practical change that would help. That is often enough to begin the conversation. And if you are working with, your Youth Coach can help you rehearse those conversations so they feel calm and clear rather than awkward or overwhelming. 

How Next Gen Youth Employment can help

This is where stands out. The organisation is focused specifically on helping young people with disability move from school into meaningful work through School Leaver Employment Supports. On its website describes SLES as its primary service and explains that its step-by-step process begins with pairing each young person with a Youth Coach, then assessing interests, skills and career goals, arranging training and paid work opportunities, and providing ongoing mentoring and support. 

That matters because the biggest challenge for many school leavers is not motivation. It is translation. How do you translate classroom support into workplace support? How do you explain what helps? How do you build routines that do not depend on a school bell, a school diary or a teacher who has known you for years? How do you tell the difference between normal “new job nerves” and a support problem that needs to be fixed? A Youth Coach from can help unpack those questions in a practical, personalised way. 

The SLES information on the site also highlights some very concrete support areas: career planning, communication skills, training, résumé and interview help, supported work experience, paid work trials, traineeships, apprenticeships and job placements. The organisation says its approach is outcome-based, one-to-one and tailored to each individual’s needs. 

That level of personalisation fits well with what the NDIS itself expects. The NDIS handbook says school leaver employment supports should be person-centred, individually tailored and strategic, with work experience used to test what type of support a participant may need to get and keep a job. The latest NDIA school leaver provider update says the 2024 provider report covered 7,580 school-leaving participants and is intended to help participants make informed choices about providers. 

In practical terms can help you prepare for the first day, understand how support changes after school, practise asking for clarification, build travel and routine habits, reflect on what is working, communicate with employers about support, and build confidence gradually instead of expecting you to “just know”. The organisation also says it helps families align NDIS planning with employment goals and guides them through options such as transport support, assistive technology and other relevant resources. 

Most importantly approaches the move from school to work as a real transition, not a cliff edge. The message throughout its site is that school leavers do best when support is practical, individual and connected to real workplaces. That matches the broader research on transition planning, work experience, coaching, collaboration and tailored support. 

If you are a young person, parent, carer or support coordinator trying to make sense of what changes when school ends and work begins can help you turn that uncertainty into a plan. To talk about SLES transition support, workplace support for school leavers, or how to build independence after school in a way that actually lasts, you can call 0399 683 021 or email info@nextgenye.com.au. The team is based in Campbellfield, Victoria, and invites young people and families to get in touch for guidance, eligibility questions and next steps.