Receiving a new NDIS plan can be a significant moment for a young person and their family. After weeks or months of discussing goals, collecting reports and preparing for the planning conversation, families naturally expect the final plan to reflect the support needs they raised.

It can therefore be confusing and disappointing when employment support appears to be missing.

Perhaps the young person is approaching the end of school and needs help preparing for work. They may have limited workplace experience, low confidence, difficulty communicating with employers or barriers to travelling independently. The family may have discussed School Leaver Employment Supports during the planning process, yet they cannot see SLES clearly identified in the approved plan.

What should happen next?

The first step is not to assume that the young person has permanently missed out. It is also important not to assume that funding will automatically be added simply because SLES was requested.

Instead, families can complete a practical SLES eligibility review of the information that was provided, the employment goals recorded in the plan, the evidence available and any changes that have occurred since the plan was approved.

This article uses the term “SLES eligibility review” as a practical family checklist. It is not the name of a formal NDIA process. Formal pathways may include clarifying the current plan, updating goals, requesting a plan change, preparing for a scheduled plan reassessment or asking for an internal review of an NDIS decision.

The correct pathway will depend on why the employment support is missing and when the plan decision was made.

At Next Gen Youth Employment, we specialise in helping young people with disability prepare for work through personalised School Leaver Employment Supports. We understand how difficult it can be for families to work out what information matters, how employment goals should be expressed and what practical barriers may need to be discussed.

Although Next Gen Youth Employment cannot decide who receives NDIS funding or promise that funding will be approved, our team can explain how SLES works, what personalised employment support may involve and which questions families can raise with their my NDIS contact, support coordinator or planner.

This guide explains the steps families can take when employment assistance does not appear to be included in a young person’s current NDIS plan.

Before Reviewing SLES Eligibility, Confirm What Is Actually in the Plan

Do not rely only on whether the words “School Leaver Employment Supports” appear on the first page of the plan.

Employment-related assistance may be discussed through the participant’s goals, funding components, support categories or specific employment support items. The NDIS describes “Finding and keeping a job” as capacity-building funding for employment-related supports such as building work skills, developing a career plan, completing work experience and transitioning into employment or further education. Current employment reporting also covers school leavers receiving support through items described as School Leaver Employment Supports or employment assistance.

Before concluding that funding is missing, review:

• the participant’s approved goals
• all capacity-building funding
• any employment-related funding components
• the written explanation of the plan decision
• the implementation information supplied with the plan
• any notes from the planning meeting
• information available through the participant portal
• advice from the plan manager, support coordinator or my NDIS contact.

Ask a direct question such as:

“Does this plan contain funding that can be used for employment capacity-building support, including assistance to prepare for work, build workplace skills and gain practical experience?”

Do not begin services or sign an agreement based only on an assumption. Confirm that the proposed service can be purchased from the relevant funding in the participant’s plan.

Why the wording may cause confusion

Families often use the term SLES because it is widely recognised as support for young people moving from school towards employment. Current NDIS guidance increasingly discusses employment assistance more broadly, including building skills for work, managing employment barriers, connecting with employers and developing a career plan.

The practical issue is not only whether a particular acronym appears in the document. The key questions are:

• Is there employment support funding?
• What may the funding be used for?
• Does it match the young person’s current stage and goals?
• Is the available amount sufficient for the proposed pathway?
• Are there restrictions or stated arrangements that need to be understood?

A plan manager or support coordinator may be able to help interpret the funding. Final clarification about what the plan includes should come from the participant’s my NDIS contact or the NDIA.

What Does SLES Eligibility Usually Depend On?

This article is not intended to repeat a general guide to SLES eligibility. However, families need to understand the basic reasoning behind employment support before preparing a request.

The NDIS states that support is available to help young participants build skills and confidence for work. Depending on the person’s circumstances, this may include additional work experience, help to find a part-time job, assistance transitioning from school to employment, or support for someone with limited work history to develop the skills needed to find and maintain work.

The NDIS may fund supports that help a participant:

• identify their strengths and suitable work
• learn workplace communication and behaviours
• travel to and from work
• work within a team
• solve problems and complete tasks
• build confidence in real employment settings
• find a job that matches their abilities
• receive coaching, training or mentoring at work.

Funding decisions are individual. A diagnosis, age or school-leaver status alone does not guarantee that a particular support will be included.

The planning information generally needs to demonstrate a connection between:

1. The young person’s employment goal.
2. The functional impact of their disability.
3. The employment barriers created by that functional impact.
4. The additional support required because of the disability.
5. The expected capacity-building or employment outcome.

A strong request does not merely say:

“The participant has a disability and would benefit from SLES.”

It explains:

“The participant wants to work in retail but currently requires disability-related support to interpret workplace instructions, communicate with unfamiliar supervisors, manage changes in routine and travel safely to a workplace. Structured employment capacity-building support would help them practise these skills in real settings and gradually reduce the level of assistance required.”

The second statement gives the decision-maker more useful information.

Step 1: Read the Plan Goals Carefully

One of the first questions in a SLES eligibility review should be:

“Is employment clearly included in the participant’s goals?”

Current NDIS guidance states that it is important for participants to think about their employment goals and share them during the planning process. The planner includes the agreed goals in the plan and explains how NDIS funding may help the participant work towards them.

A young person does not necessarily need to know their exact future occupation.

They may not yet be able to say:

“I want to become a qualified carpenter.”

A suitable early-stage employment goal could instead be:

“I want to explore practical industries, build workplace skills and gain experience so I can identify a suitable pathway into paid employment.”

Other examples include:

• “I want to improve my communication and confidence so I can participate in a workplace.”
• “I want to learn how to travel independently to training, work experience and employment.”
• “I want to gain practical retail experience and work towards a part-time paid role.”
• “I want to develop the skills needed to move from school into an apprenticeship or traineeship.”
• “I want to understand which jobs suit my strengths and support needs.”
• “I want to learn how to follow workplace routines, ask for help and work safely with others.”

The NDIS’s current employment-goal guidance recognises that participants may be at different stages. Some already work or volunteer, some are ready to begin looking, and others need to explore their skills and possible careers before they are ready to apply.

What if employment was discussed but is absent from the goals?

Gather any notes, emails or preparation documents showing that work was discussed.

Ask:

• Was an employment goal supplied in writing?
• Was it mentioned during the planning conversation?
• Did the school transition plan refer to employment?
• Did an allied health or functional assessment recommend work preparation?
• Was the participant asked about work?
• Were the participant’s answers misunderstood or recorded too broadly?
• Does a general independence goal indirectly cover employment but need clarification?

The goal itself does not automatically create funding. However, unclear or missing employment goals may make it harder to demonstrate why employment support is being requested.

Families can speak with the participant’s my NDIS contact about updating goals. Current guidance explains that some changes, including goal updates, may be made to the current plan without creating an entirely new plan and may not require the same level of evidence as a request for additional supports.

Updating a goal and adding funding are not necessarily the same decision. A clearer goal may strengthen future discussions, but it does not guarantee additional money will be included.

Step 2: Identify the Young Person’s Current Employment Stage

Employment support should respond to the stage the young person is currently in.

A family may know that the participant needs help, but the request can remain too general unless it identifies what the next stage should be.

Consider which description is most accurate.

Stage 1: Beginning to Think About Work

The young person:

• does not know what type of work they want
• has limited understanding of different industries
• has had little or no work experience
• cannot yet identify their workplace strengths
• feels that employment may be unrealistic
• needs support to explore possible career directions.

Support at this stage may focus on discovery, strengths assessment, career exploration, work tasters and confidence building.

Stage 2: Building Foundational Work Skills

The young person:

• has an interest in employment but lacks core workplace skills
• needs help communicating with unfamiliar people
• struggles to follow multi-step instructions
• requires support with punctuality or routines
• needs travel training
• has difficulty understanding employer expectations
• needs to practise teamwork, problem-solving or task completion.

Support may focus on individual coaching, structured practice, small-group activities and realistic workplace preparation.

Stage 3: Preparing for Practical Experience

The young person:

• has identified one or more possible industries
• needs help approaching employers
• is not yet ready to attend a workplace without preparation
• requires support to understand duties, safety requirements and workplace communication
• may need adjustments or visual learning tools.

Support may focus on employer engagement, workplace visits, work experience preparation and on-site coaching.

Stage 4: Looking for Paid Work

The young person:

• has some work-ready skills
• needs assistance finding suitable vacancies
• requires help preparing applications or attending interviews
• may need job customisation or employer education
• requires initial support to settle into a job.

Support may focus on job matching, applications, interview coaching, employer liaison and graduated workplace assistance.

At Next Gen Youth Employment, we help participants identify where they are in this journey. That allows support to begin at a realistic point instead of expecting the young person to apply for jobs before foundational barriers have been addressed.

Step 3: Connect Disability-Related Impacts to Employment

A common difficulty is that reports describe a participant’s diagnosis but do not explain how the disability affects employment.

For example:

“The participant has autism and anxiety.”

This may be relevant background, but it does not show what employment support is required.

A more useful explanation could be:

“Because of disability-related communication and processing difficulties, the participant requires additional time to understand unfamiliar verbal instructions. In work experience, they were unable to begin a task when three steps were provided together. They completed the activity successfully when the steps were demonstrated and presented on a visual checklist.”

The second description identifies:

• the functional impact
• the workplace situation
• the additional support required
• a strategy that may increase independence.

Employment impacts families may need to document

Depending on the participant, relevant issues could include:

• processing verbal instructions
• understanding implied or informal workplace language
• initiating conversations
• asking for clarification
• responding to feedback
• managing sensory demands
• coping with an unexpected change
• switching between tasks
• maintaining concentration
• remembering multi-step routines
• regulating anxiety in unfamiliar settings
• travelling independently
• managing time
• recognising workplace boundaries
• understanding safety expectations
• identifying when assistance is needed
• completing recruitment activities
• explaining support needs to an employer.

Avoid presenting the young person only through deficits.

Evidence should also identify:

• strengths
• interests
• successful learning strategies
• preferred environments
• tasks already completed independently
• adjustments that have worked
• positive feedback from school or work experience.

At Next Gen Youth Employment, we look at both sides of the picture. Understanding barriers helps us plan support, while understanding strengths helps us identify realistic employment opportunities.

Step 4: Check Whether the Original Evidence Was Specific Enough

Families sometimes provide several reports but still find that employment support is not included.

The issue may not be the number of documents. It may be whether the evidence answered the relevant employment questions.

A broad clinical report may describe diagnosis, symptoms and daily functioning without discussing work.

A school report may describe academic progress without explaining how the participant performs in practical environments.

A parent statement may express concern without identifying measurable support needs.

For an employment-related request, useful evidence may need to answer:

• What does the young person want to achieve?
• What can they currently do?
• What have they already tried?
• What happened during school work experience?
• Which disability-related barriers affect employment?
• What assistance is required beyond ordinary employer training?
• Which strategies have been effective?
• What could be achieved with structured support?
• What might happen without that assistance?
• How could support be reduced as independence increases?

The NDIS explains that information used for plan changes or reassessments may include assessments and reports from healthcare professionals, therapists or support workers. The evidence required depends on the reason for the requested change.

Evidence checklist for a SLES eligibility review

Possible evidence	Useful information it may provide
Participant statement	Employment interests, personal goals, worries and preferred support
Parent or carer statement	Everyday observations, previous attempts and informal support currently provided
School transition plan	Intended post-school pathway and preparation already completed
Work experience feedback	Performance, strengths, barriers, prompting and workplace adjustments
Allied health report	Functional impact and recommended strategies
Support worker report	Observed independence, communication, routines and community access
Support coordinator summary	Current services, evidence collected, gaps and proposed next steps
Training or course records	Attendance, completed skills and additional support required
Employer or volunteer supervisor feedback	Task performance, communication, reliability and required assistance
Proposed provider support outline	Activities that may address the participant’s identified employment barriers

Not every participant will need every type of document.

The aim is to provide relevant evidence, not to collect paperwork for its own sake.

Step 5: Make the Employment Goal More Measurable

A vague goal can make it difficult to identify what support is needed.

Consider the difference between these statements.

Vague goal

“I want to become more independent.”

Employment-focused version

“I want to build the communication, travel and workplace skills needed to complete work experience and progress towards part-time paid employment.”

Vague goal

“I want to get a job.”

Employment-focused version

“I want to explore retail and logistics roles, complete supported work experience and develop the ability to follow workplace instructions with less assistance.”

Vague goal

“I want more confidence.”

Employment-focused version

“I want to become confident introducing myself to employers, asking for clarification and participating in unfamiliar workplace environments.”

Measurable goals do not guarantee SLES eligibility, but they make the intended outcome easier to understand.

Next Gen Youth Employment can help young people think about realistic employment milestones such as:

• identifying suitable industries
• developing a workplace routine
• learning a transport route
• speaking directly with an employer
• completing work experience
• reducing the level of prompting
• applying for a suitable vacancy
• entering a traineeship or apprenticeship.

Step 6: Explain What Has Already Been Tried

A request is stronger when it shows what the young person has already attempted and why additional disability-specific assistance may be required.

This might include:

• school work experience
• careers counselling
• volunteering
• a part-time job application
• resume support at school
• a mainstream training course
• assistance from family
• travel practice
• employer visits
• a short workplace trial.

Document both successes and difficulties.

For example:

“The participant completed two days of school work experience in a supermarket. They arrived on time with family transport and completed shelf-facing tasks accurately. However, they required a teacher aide to restate every instruction, did not ask the supervisor for help and left early on the second day after becoming overwhelmed by an unexpected task change.”

This example provides much more information than:

“Work experience was unsuccessful.”

It identifies existing capacity, the assistance provided and the barriers that remain.

Informal support should also be described

Families often provide extensive unpaid assistance without recognising it as relevant information.

A parent may currently:

• find vacancies
• complete applications
• explain employer emails
• organise clothing
• plan transport
• remind the young person about shifts
• speak to supervisors
• regulate anxiety before work
• break tasks into smaller steps.

Document what the family does, how often they do it and whether it is sustainable.

The objective is not to imply that families should withdraw support immediately. It is to show the participant’s actual level of independence and where structured capacity building may be needed.

Step 7: Separate NDIS Support From School and Employer Responsibilities

The NDIS does not fund every service connected with work.

Schools, employers, training providers and mainstream employment services have their own responsibilities. Current NDIS guidance explains, for example, that the NDIS does not pay for supports that a school, traineeship provider or employer is responsible for delivering. It may fund additional disability-related assistance where the participant needs more support to access or maintain the opportunity.

Families should be clear about what is being requested.

The request should not simply be for:

• ordinary school career education
• standard workplace induction
• normal supervision every employee receives
• course tuition that a training provider should supply
• activities unrelated to disability support needs.

The request may instead relate to:

• additional coaching to understand workplace expectations
• disability-specific communication strategies
• travel training where the disability affects independent transport
• graduated support to complete workplace tasks
• assistance identifying and managing barriers
• employer education about individual support needs
• job customisation
• structured work experience beyond ordinary school opportunities.

A clear distinction can make the request easier to assess.

Step 8: Decide Why the Plan May Need to Change

Employment support may be missing for several different reasons.

Identifying the most likely reason helps families choose the right next step.

Reason 1: The support may already be available but is unclear

The funding description may be broader than expected, or the family may not understand which category applies.

Possible action: Ask the my NDIS contact, plan manager or support coordinator to explain the plan before requesting a formal change.

Reason 2: Employment goals were not clearly recorded

The participant may have discussed work, but the final goal wording may focus only on general independence or community participation.

Possible action: Discuss updating the goals and ask what further information is required to consider employment funding.

Reason 3: Important evidence was not supplied

The planning conversation may have included an employment request without reports demonstrating functional barriers and support needs.

Possible action: Gather focused evidence and discuss whether it should be considered through a plan change, scheduled reassessment or decision review.

Reason 4: The participant’s circumstances changed after approval

The participant may have left school, lost school-based assistance, attempted work experience or developed a clearer employment goal after the plan was approved.

Possible action: Tell the NDIA about the changed situation and ask whether the current plan still meets the participant’s needs.

Reason 5: The NDIA made a decision not to include the requested support

The family may believe that the available evidence was not properly considered or that a different decision should have been made.

Possible action: Consider whether an internal review of the decision is appropriate, particularly when the written decision was received within the required timeframe.

These pathways are not interchangeable.

A request based on new circumstances is different from asking the NDIA to reconsider the evidence available when the original plan was approved.

Plan Variation, Plan Reassessment or Internal Review?

Understanding these terms can prevent delays and confusion.

What Is a Plan Variation?

A plan variation changes part of the current plan rather than replacing the whole plan.

Current NDIS guidance describes a variation as a smaller change. Examples can include adjusting goals, changing the reassessment date, changing funding management or adding some short-term support following a sudden change in needs.

Participants do not decide whether the NDIA will use a variation. They explain the change they are seeking and provide the requested information. The NDIA determines the appropriate process.

What Is a Plan Reassessment?

A plan reassessment involves considering the participant’s information and evidence to decide whether a new plan or different supports are needed.

The NDIS says reassessment may be required when:

• the participant’s situation has significantly changed
• the current plan no longer meets their needs
• they require more, less or different NDIS supports
• the scheduled reassessment date is approaching and different supports are required.

Families do not have to wait for the next scheduled check-in when a longer-term change means the current plan no longer meets the participant’s needs.

For example, a participant may have been attending school when the plan was approved. They have now finished school, no longer receive school-based transition assistance and need disability-specific support to prepare for employment.

That change should be described clearly.

What Is an Internal Review of a Decision?

An internal review asks another NDIA decision-maker to reconsider a reviewable decision.

This may be relevant when a recently approved plan did not include employment support that the participant requested and the family believes a different decision should have been made based on the facts and evidence.

Current guidance states that approval of a plan, including which NDIS supports are funded, is a reviewable decision. A request for an internal review generally needs to be made within three months from the day the participant received the decision. The request should explain the expected decision, why a different decision should be made, which existing information should be reconsidered and whether new evidence will be supplied.

An internal review is not the same as a plan reassessment.

A simple way to think about the distinction is:

• Internal review: “We believe the original decision was incorrect.”
• Plan change or reassessment: “The participant’s situation or support needs have changed, and the current plan no longer works.”

There can be complex situations where more than one issue exists. Families can ask their my NDIS contact, support coordinator, advocate or legal service for assistance in understanding the appropriate pathway.

A Practical SLES Eligibility Review Checklist

Use this checklist before contacting the NDIA.

The Current Plan

• Have we read the full plan?
• Have we checked all capacity-building funding?
• Have we asked whether employment support is already available?
• Do we understand any restrictions or stated supports?
• Have we reviewed the written decision explanation?

Employment Goals

• Is employment clearly mentioned?
• Does the goal reflect the participant’s current stage?
• Is the goal written in the participant’s own words?
• Does it identify a practical outcome?
• Does the participant still agree with it?

Disability-Related Barriers

• What specifically prevents the young person from preparing for work independently?
• How do those barriers appear in real situations?
• What prompting, supervision or adjustments are currently needed?
• Which barriers are likely to improve through capacity building?
• Which supports would be needed in a workplace?

Existing Evidence

• Did the original reports discuss employment?
• Is there a functional assessment?
• Do we have school work-experience feedback?
• Have allied health professionals explained workplace impacts?
• Have informal family supports been documented?
• Is there evidence of previous attempts and outcomes?

Changed Circumstances

• Has the participant recently left school?
• Has school support ended?
• Has a work trial revealed new barriers?
• Has the participant developed a clearer career goal?
• Has transport availability changed?
• Has the level of informal support changed?
• Are current supports no longer appropriate?

The Requested Support

• What activities are being requested?
• How do they connect with disability-related needs?
• What would the participant learn?
• How would independence increase?
• How would the support connect with employment?
• How would progress be measured?
• What is the expected next stage?

Questions to Ask the My NDIS Contact

A prepared list can help families stay focused.

Consider asking:

1. Does the current plan include any funding that may be used for employment capacity building?
2. Which funding component or support category applies?
3. Is the funding stated or restricted in any way?
4. Was an employment goal included in the approved plan?
5. What information was considered when employment support was discussed?
6. Why was the requested support not included?
7. What additional information or evidence would be useful?
8. Can the participant’s employment goal be updated?
9. Has there been enough change to discuss a plan reassessment?
10. Could the requested change be considered through a plan variation?
11. Is the original plan decision still within the timeframe for an internal review?
12. How should evidence be submitted?
13. Who will be the contact person during the process?
14. Can the participant continue using their current plan while a change is considered?
15. What other employment services may be available while the matter is being discussed?

The NDIS currently allows participants to request a plan change by speaking with their my NDIS contact or local office, submitting an enquiry through the service hub, calling the NDIA or lodging a change-of-situation form.

Questions to Ask a Support Coordinator

A support coordinator may help the participant gather information, understand the current plan and communicate with providers.

Useful questions include:

• Can you confirm whether employment funding is available?
• Does the plan contain enough funding for the proposed support?
• Which evidence is missing?
• Can you help organise reports?
• Does the request relate to a changed situation or the original decision?
• Can you help prepare a written summary?
• Are there mainstream services we should explore at the same time?
• Can you attend the planning or check-in conversation?
• Can you help the participant communicate their own employment goals?
• What deadlines do we need to know?

Current NDIS guidance states that a support coordinator can assist with collecting information needed for a change to the participant’s next plan.

What a Useful Written Summary Could Include

Families may benefit from preparing a short employment support summary.

A practical structure is:

1. The participant’s employment goal

“Jordan wants to explore warehousing and retail stock roles, complete supported work experience and work towards part-time paid employment.”

2. Current circumstances

“Jordan completed secondary school in December and no longer receives school-based transition or teacher-aide support.”

3. Existing strengths

“Jordan is reliable, accurate with repetitive practical tasks and responds well to visual instructions.”

4. Disability-related barriers

“Jordan has difficulty processing multi-step verbal instructions, initiating communication with unfamiliar people and managing unexpected changes.”

5. Previous attempts

“Jordan completed three days of school work experience. Tasks were completed accurately when demonstrated, but constant adult prompting was required to begin each new activity and communicate with the supervisor.”

6. Support requested

“Jordan requires structured employment capacity-building support, including career exploration, workplace communication coaching, travel training, employer engagement and supported work experience.”

7. Expected outcomes

“The intended outcomes are for Jordan to follow a workplace task sequence with reduced prompting, communicate directly with a supervisor, travel to an employment location and complete a suitable work placement.”

8. Evidence attached

“The request is supported by the school transition report, occupational therapy functional assessment, work-experience feedback and parent statement.”

This format makes the connection between goal, need, support and outcome easier to follow.

Common Mistakes During a SLES Eligibility Review

Mistake 1: Focusing Only on the Diagnosis

A diagnosis establishes important context, but the decision-maker also needs to understand functional impact and the support required.

Mistake 2: Asking Only for “SLES Funding”

Explain what the young person needs to learn, why they cannot currently do it without disability-specific assistance and what outcome the support is intended to achieve.

Mistake 3: Using a Provider’s Program as the Goal

The goal should not be:

“To attend Next Gen Youth Employment.”

The goal should describe what the participant wants to achieve. Next Gen Youth Employment may then be selected as the provider helping the participant pursue that goal.

Mistake 4: Describing Only Long-Term Dreams

A participant may dream of becoming a chef, mechanic or designer. The request should also identify the next practical milestones.

Mistake 5: Ignoring Existing Strengths

A balanced description is more useful than a list of limitations. Strengths help identify suitable pathways and demonstrate employment potential.

Mistake 6: Hiding Unsuccessful Experiences

A difficult work trial can provide valuable evidence about support needs, workplace suitability and effective adjustments.

Mistake 7: Waiting Until the Plan Is Nearly Finished

Begin gathering evidence early, particularly when the participant is approaching a major transition such as leaving school.

Mistake 8: Assuming a Plan Change Is the Same as a Decision Review

A changed situation and disagreement with an original decision involve different questions and potentially different processes.

Mistake 9: Expecting a Provider to Guarantee Funding

Providers can explain services and potential outcomes, but the NDIA makes funding decisions.

Mistake 10: Speaking About the Participant Without Involving Them

The young person’s views should remain central, using communication support where required.

Example Scenario 1: Employment Was Discussed, but the Goal Is Missing

Mia is completing her final year of school. Her family discussed work preparation during the planning meeting, but the approved plan contains only a broad goal about community independence.

The family’s first steps could be to:

1. Check whether any employment funding is already available.
2. Review the planning notes and submitted documents.
3. Ask why the employment goal was not included.
4. Help Mia prepare a clearer goal in her own words.
5. Ask what evidence is required to consider employment assistance.
6. Determine whether the issue should be addressed through a goal update, plan change or internal review.

Next Gen Youth Employment could help Mia and her family understand what a practical SLES pathway may involve, including career exploration, communication development and work-experience preparation. The NDIA would still decide whether funding is included.

Example Scenario 2: Circumstances Changed After School Ended

Noah’s plan was approved while he was still at school. At the time, he received regular career education, teacher-aide assistance and supported work experience.

Noah has now finished school. Those supports have ended, and he spends most days at home. His disability affects communication, planning and independent travel.

The family may need to document:

• the date school support ended
• what assistance was previously available
• why the existing plan no longer meets Noah’s needs
• Noah’s current employment goal
• the disability-related barriers affecting his transition
• the supports being requested
• expected capacity-building outcomes.

Because this is a significant transition, the family can speak with Noah’s my NDIS contact rather than assuming they must wait until the next scheduled reassessment.

Example Scenario 3: A Recent Plan Decision Excluded Requested Support

Layla’s family submitted an occupational therapy report, school transition plan and work-experience feedback. They requested employment capacity-building assistance, but the approved plan did not include it.

The written decision was received six weeks ago.

The family may consider asking:

• What reason was given for not funding the support?
• Was all submitted evidence considered?
• Does the decision letter identify review rights?
• What decision did the family expect?
• Why do they believe a different decision should be made?
• Is new or clarified evidence available?
• Would an internal review be appropriate?

Current NDIS guidance provides a three-month period from receiving a reviewable decision to request an internal review. Families should therefore pay close attention to the date on the decision.

Example Scenario 4: The Plan Contains Funding, but It May Be Insufficient

Ethan’s plan includes some employment assistance. However, the family believes the amount will not cover the individual coaching, transport training, employer engagement and supported workplace experience recommended.

Before requesting more funding, the family should understand:

• the amount available
• the proposed support frequency
• how long the funding is expected to last
• which services are essential
• whether group and individual delivery have been considered
• what outcomes are expected
• why the proposed intensity is needed
• whether relevant evidence supports that intensity.

A detailed provider proposal may help explain the planned delivery model, but the request should remain centred on Ethan’s disability-related needs rather than the provider’s preferred package.

How Next Gen Youth Employment Can Help

Next Gen Youth Employment specialises in School Leaver Employment Supports and helping young people move from school towards meaningful work.

Our tailored approach can include:

• identifying strengths and interests
• setting practical employment goals
• building workplace communication
• developing confidence
• preparing resumes and interviews
• exploring suitable industries
• developing travel and independence skills
• connecting with employers
• preparing for work experience
• providing practical coaching and mentoring.

Next Gen Youth Employment describes SLES as its primary service rather than an additional program, with support customised around each participant’s strengths, interests and career aspirations.

When families are reviewing SLES eligibility, our team can help by:

• explaining what personalised SLES support may look like
• discussing the young person’s current employment stage
• helping families identify useful questions for planning conversations
• outlining the types of employment activities that may address specific goals
• explaining how progress could be measured
• providing information about our service model.

We cannot approve funding, act as the NDIA or guarantee the result of a plan change or review. However, we can help families better understand the service they are considering and the employment outcomes it is designed to support.

Frequently Asked Questions About SLES Eligibility and Missing Funding

Why is SLES not written in the NDIS plan?

The plan may use broader employment-support terminology, or employment assistance may not have been included. Check all funding information and ask the participant’s my NDIS contact for clarification before assuming it is absent.

Does an employment goal guarantee SLES funding?

No. An employment goal is important, but funding decisions also consider the participant’s individual circumstances, disability-related needs, evidence and the supports the NDIS can fund.

Can an employment goal be added after the plan is approved?

Participants can discuss changing their goals with the NDIA. Current guidance indicates that a goal update may be possible without creating an entirely new plan. Adding a goal does not automatically add funding.

Do we have to wait for the scheduled plan reassessment?

Not necessarily. The NDIS says participants can raise longer-term or significant changes when the current plan no longer meets their needs, without waiting for the next check-in.

What evidence is useful for reviewing SLES eligibility?

Useful evidence may include school transition documents, work-experience feedback, allied health reports, support-worker observations, participant statements, family information and reports describing disability-related employment barriers.

Can a provider write a report before services begin?

A prospective provider may be able to explain its service model, proposed activities and potential employment outcomes. It should not claim to provide clinical evidence outside its expertise or guarantee that the NDIA will fund the service.

What if the participant does not know what job they want?

That does not necessarily prevent them from having an employment goal. Their goal may focus on exploring strengths, testing industries and gaining work experience to identify a suitable pathway.

What if the young person is not ready to apply for jobs?

SLES and employment assistance can focus on building capacity before active job applications. This may include communication, travel, routines, workplace behaviour, industry exploration and confidence in real settings.

What is the difference between a plan reassessment and an internal review?

A reassessment considers whether a changed situation or support need requires a new or different plan. An internal review asks the NDIA to reconsider a reviewable decision that the participant believes was incorrect.

How long do we have to request an internal review?

Current NDIS guidance says an internal review should generally be requested within three months from the day the participant received the decision.

Can a support coordinator help?

A support coordinator may assist with understanding the plan, collecting evidence, preparing questions and communicating with providers or the NDIA.

Will providing more evidence guarantee funding?

No. Evidence helps the NDIA understand the participant’s circumstances and support needs, but it does not guarantee a particular outcome.

Can Next Gen Youth Employment determine SLES eligibility?

No. The NDIA determines funding. Next Gen Youth Employment can explain SLES, discuss our employment support model and help families understand the practical pathway a young person may follow.

Take the Next Step With Next Gen Youth Employment

Finding that employment support is missing from an NDIS plan can feel like a major setback, but families still have practical steps they can take.

Start by confirming exactly what funding is available. Review the participant’s employment goals. Identify the disability-related barriers affecting their transition to work. Gather evidence that explains what has already been tried, what assistance is needed and what outcomes the young person wants to achieve.

Then consider why the plan does not currently meet the participant’s employment needs.

The next step may involve:

• clarifying existing funding
• updating employment goals
• providing additional evidence
• discussing changed circumstances
• requesting a plan variation or reassessment
• seeking an internal review of a recent decision.

No provider can promise that employment funding will be approved. However, clear goals, relevant evidence and a well-explained connection between disability-related needs and employment outcomes can help families have a more informed conversation.

At Next Gen Youth Employment, we are committed to helping young people with disability explore their strengths, develop practical workplace skills and move towards meaningful employment.

Our team can explain how personalised School Leaver Employment Supports work, discuss the young person’s career interests and help families understand the types of services that may form part of an individual employment pathway.

Contact Next Gen Youth Employment today for more information and assistance with understanding SLES and preparing for the next stage of the participant’s employment journey.

Call: (03) 9968 3021
Email: info@nextgenye.com.au
Address: 36A Fordson Road, Campbellfield, Victoria 3061

This article provides general information only and does not constitute legal, financial or individual NDIS funding advice. NDIS processes, terminology and requirements may change. Participants should confirm current information with their my NDIS contact, support coordinator or qualified adviser.