Starting School Leaver Employment Supports can be an exciting step towards greater independence, workplace confidence and meaningful employment. It can also raise plenty of questions.
What will happen during the first meeting? How soon should employment goals be developed? Will the young person receive practical work experience? How can families tell whether the program is actually personalised? Most importantly, what should meaningful progress look like during the first 90 days?
High-quality SLES support should involve much more than attending the same workshops every week. It should begin with the young person’s interests, strengths, support needs and personal ambitions. From there, the provider should develop a clear pathway connecting each activity to a realistic employment outcome.
The NDIS explains that employment supports may help participants discover what they are good at, learn workplace behaviours, develop communication and problem-solving skills, gain confidence in real work environments, explore job opportunities and receive on-the-job coaching. The exact combination of supports should depend on the individual participant and the stage they have reached in their employment journey.
At Next Gen Youth Employment, we understand that no two school leavers begin in exactly the same place. One person may already know they want to work in hospitality but need help managing workplace communication. Another may have strong practical abilities but no idea which industry would suit them. Someone else may need to build confidence, travel skills or everyday routines before they feel ready for a work trial.
That is why personalised support matters from the beginning.
This guide explains what young people, families, carers and support coordinators can reasonably expect during the first 90 days with a provider. It also outlines the difference between a genuinely tailored employment pathway and a generic program that simply keeps participants occupied.
Why the First 90 Days of SLES Support Matter
The first three months should establish the foundations for everything that follows.
A participant may not secure paid employment during this period, and that should not necessarily be viewed as a failure. Some young people require time to identify their interests, overcome barriers, develop foundational skills and become comfortable in unfamiliar workplace environments.
However, the early months should still produce clear signs of movement.
By the end of the first 90 days, the participant should ideally have:
- developed a trusting relationship with their coach or employment support team
- discussed their interests, abilities and preferred work environments
- identified barriers that may affect employment
- established one or more meaningful employment goals
- begun an individual employment or career development plan
- participated in activities connected to those goals
- explored relevant industries or job roles
- started building practical workplace skills
- received opportunities to practise those skills
- discussed progress and agreed on the next steps.
The details will differ between participants. The important point is that there should be an understandable connection between what the participant wants to achieve and what the provider is delivering.
Current NDIS provider guidance states that an employment provider should create a tailored support plan with the participant. That plan should include the participant’s goals, barriers to employment, the support that will be delivered, where and how often it will occur, and how regularly progress will be reviewed.
In other words, personalised planning is not an optional extra. It should be central to the way employment assistance is designed.
What Should Personalised SLES Support Actually Mean?
The word “personalised” appears frequently on disability employment websites, but families should look beyond the wording.
Genuine personalisation means that the participant’s support changes according to their goals, learning preferences, communication needs, experience, confidence and progress.
It does not simply mean placing the participant’s name on a standard program.
For example, two young people might both want to work in retail. Their support may still need to look completely different.
One participant may be confident speaking with customers but require help with money handling, point-of-sale systems and remembering multi-step tasks. The other may be highly accurate with stock and merchandising but experience anxiety when initiating conversations.
A personalised provider would recognise those differences and design separate learning activities for each person.
At Next Gen Youth Employment, our approach begins by learning about the participant as an individual. We look at what interests them, what they are already good at, what type of environment helps them perform well and which barriers may need to be addressed before employment becomes sustainable.
This allows SLES support to become a practical pathway towards work rather than a disconnected collection of activities.
Your First 90 Days at a Glance
A participant’s journey should never be forced into a rigid schedule. Nevertheless, the following timeline provides a useful guide to what may happen during the first three months.
| Approximate period | What may happen |
|---|---|
| Days 1–14 | Introductions, relationship building, service agreement discussions and communication planning |
| Weeks 2–4 | Strengths, interests, abilities and employment barrier assessment |
| Weeks 3–6 | Employment goal setting and development of an individual pathway |
| Weeks 4–8 | Foundational skill development and workplace preparation |
| Weeks 6–10 | Industry exploration, workplace visits and role research |
| Weeks 8–12 | Practical experience, work trials or more targeted job preparation |
| Around day 90 | Formal progress discussion, feedback and updated next steps |
Some stages may overlap. Skill development may continue while industry exploration begins, and goals may be refined as the young person learns more about different workplaces.
A strong provider should remain responsive rather than insisting that every participant follow exactly the same timetable.
Days 1–14: Getting to Know the Young Person
The first stage should focus on building trust and creating a comfortable working relationship.
Moving from school into an employment program can feel unfamiliar. At school, routines, staff, expectations and support structures may have been established over many years. Beginning with a new provider means meeting new people, entering new environments and discussing personal goals with someone the participant may not know.
A good provider should not rush this process.
The Participant Should Be Included in the Conversation
Parents, carers, teachers, support coordinators and allied health professionals may all hold useful information. However, the young person should remain at the centre of the discussion.
The provider should speak directly with the participant in a way they understand. That may involve:
- using plain language
- offering written or visual information
- allowing additional processing time
- breaking questions into smaller steps
- providing choices rather than asking broad questions
- inviting a trusted person to participate
- meeting in a quieter or more familiar environment.
The aim is not to complete forms as quickly as possible. It is to understand how the young person communicates, makes decisions and expresses preferences.
At Next Gen Youth Employment, we recognise that some participants will immediately describe their career goals, while others may need practical experiences before they can decide what they enjoy. Both starting points are valid.
Discussing Expectations
The first meetings should also cover what the participant and family can expect from the program.
This may include:
- who the main contact person or coach will be
- where sessions will occur
- how often support will be delivered
- whether activities will be individual or group based
- how cancellations and schedule changes will be managed
- how progress will be communicated
- when the plan will be reviewed
- how the participant can provide feedback or raise concerns.
A written service agreement can help everyone develop a shared understanding of what will be delivered, how much it will cost, how changes can be made and what happens when either party has a concern. NDIS guidance recommends that service agreements be written in language and formats the participant can understand.
Families should feel comfortable asking questions before agreeing to a schedule of supports.
Weeks 2–4: Understanding Strengths, Interests and Barriers
Before a provider can recommend suitable activities or industries, they need to understand the participant’s current position.
This stage is sometimes described as a discovery process, strengths assessment, vocational assessment or career exploration process. The terminology may differ, but the goal should be similar: to build a detailed picture of the young person’s potential.
At Next Gen Youth Employment, personalised assessment and industry exploration are used to help participants identify career paths that connect with their abilities and interests.
Identifying Strengths
Strengths are not limited to qualifications or previous jobs.
A young person may demonstrate valuable employment strengths through school subjects, hobbies, family responsibilities, volunteering, sport, gaming, creative projects or everyday routines.
Examples might include:
- strong attention to detail
- reliability
- good visual memory
- practical problem-solving
- patience
- creativity
- persistence
- organisation
- empathy
- technical curiosity
- accuracy with repetitive tasks
- confidence with technology
- an ability to follow routines
- strong knowledge of a particular subject.
A skilled coach should help the participant translate these abilities into workplace language.
For example, someone who enjoys building complex models may demonstrate concentration, patience, spatial awareness and the ability to follow detailed instructions. A participant who manages a regular online gaming group may have developed teamwork, communication and problem-solving skills.
The purpose is not to exaggerate the participant’s experience. It is to help them recognise that they already bring valuable qualities to the employment journey.
Exploring Interests
Interests can help identify suitable industries, but the provider should avoid making assumptions.
Enjoying animals does not automatically mean someone should work in veterinary care. Enjoying computers does not necessarily mean they want to become a programmer. A good exploration process looks more deeply at which parts of an interest are appealing.
A participant who likes animals may enjoy:
- caring for living things
- following feeding and cleaning routines
- working outdoors
- observing behaviour
- performing practical tasks.
These preferences may connect with several possible industries, including animal care, horticulture, maintenance or outdoor recreation.
Next Gen Youth Employment can help participants investigate a variety of pathways, including retail, hospitality, trades, logistics, administration, customer service, apprenticeships and other opportunities matched to individual goals.
Recognising Barriers Without Defining the Person by Them
The assessment should also identify barriers that may affect work.
These could include:
- limited work experience
- low confidence
- difficulty communicating with unfamiliar people
- sensory sensitivities
- challenges with time management
- limited transport independence
- anxiety in new environments
- difficulty understanding workplace expectations
- fatigue or physical access requirements
- problems remembering instructions
- uncertainty about asking for help
- limited interview experience.
These discussions should be respectful and practical.
The goal is not to create a list of reasons why the participant cannot work. The goal is to decide what support, adjustments, practice or preparation could reduce those barriers.
For instance, transport may initially seem like a major obstacle. Personalised SLES support may therefore include route planning, public transport practice, time management and strategies for managing unexpected changes.
Weeks 3–6: Setting Meaningful Employment Goals
Once the provider has begun to understand the participant, the next step should be developing employment goals.
A meaningful goal should reflect what the young person wants to achieve, not simply what is convenient for the provider to deliver.
The NDIS encourages participants to think about their employment goals and include those goals in planning discussions. Employment support funding can then be used to help the participant work towards relevant outcomes.
Starting With the Bigger Picture
Some participants may have a clear long-term goal, such as becoming a qualified mechanic, chef, childcare worker, warehouse operator or office administrator.
Others may begin with a broader goal:
- finding a part-time job
- discovering which industry suits them
- becoming more confident around employers
- developing enough independence to travel to work
- completing a work trial
- improving communication with colleagues
- learning how to follow workplace routines.
Broad goals can later be broken into practical steps.
For example:
Long-term goal: Obtain paid employment in retail.
Early steps:
- Explore different retail environments.
- Identify suitable customer-facing and non-customer-facing roles.
- Practise greeting customers and asking if they need assistance.
- Learn stock rotation and shelf presentation.
- Build confidence using workplace technology.
- Complete a supported work experience placement.
- Develop a resume reflecting the new skills.
- Apply for suitable entry-level roles.
This approach gives the participant a clear sense of direction while recognising that employment preparation happens progressively.
Goals Should Be Observable
Vague goals make progress difficult to measure.
“Improve confidence” may be important, but everyone needs to understand what improved confidence would look like in practice.
It could mean that the participant:
- introduces themselves to a workplace supervisor
- asks a question when instructions are unclear
- completes a new task with one prompt instead of five
- attends an unfamiliar workplace for two hours
- makes a phone enquiry about a vacancy
- participates in a mock interview
- travels to a session with reduced assistance.
These are visible indicators that can be discussed and celebrated.
At Next Gen Youth Employment, we help turn larger ambitions into achievable steps so the participant can see how each session contributes to their future.
Weeks 4–8: Building Skills That Connect to Real Work
Once goals have been identified, skill development should become more targeted.
Generic programs may deliver the same activities to every participant regardless of their goals. Personalised programs select activities because they address a particular employment barrier or prepare the participant for a specific role.
Foundational Workplace Skills
Many employers value transferable skills that apply across industries.
These may include:
- arriving on time
- following a schedule
- listening to instructions
- asking appropriate questions
- working as part of a team
- managing breaks
- completing tasks safely
- responding to feedback
- solving simple workplace problems
- communicating professionally
- maintaining suitable presentation
- understanding workplace boundaries.
These skills can be introduced through coaching, role-play, group activities and practical tasks. However, they should eventually be practised in realistic environments.
Learning how to respond to feedback in a classroom is helpful. Receiving feedback while completing a workplace task is often more meaningful.
Role-Specific Skills
The participant may also begin developing skills connected to a preferred industry.
In hospitality, that could involve:
- food safety awareness
- basic customer service
- preparing work areas
- carrying items safely
- cleaning and closing procedures
- understanding kitchen or café routines.
In logistics, it may involve:
- checking orders
- sorting stock
- following picking lists
- workplace safety
- scanning items
- organising storage spaces.
In administration, it could include:
- professional email communication
- data entry
- filing
- calendar use
- answering telephone calls
- basic document preparation.
The right skill development activities will depend on the participant’s interests and support needs.
Learning at the Right Pace
Personalisation also means adjusting the teaching approach.
One participant may learn best by watching a task demonstrated. Another may prefer written instructions, pictures, checklists or repeated practice. Some may need to learn one step at a time before combining the steps into a complete task.
A provider should notice how the participant learns and adapt accordingly.
Repeatedly delivering information in the same way when the participant is not understanding it is not personalisation. Changing the explanation, environment or learning tool is.
Weeks 6–10: Exploring Industries and Workplace Environments
A young person cannot always know whether a job suits them by reading a position description.
Industry exploration can help participants understand what work actually looks, sounds and feels like. It may involve workplace visits, conversations with employers, practical demonstrations, short activities or research into specific roles.
This is an important stage because a job may match someone’s interests on paper but not suit their preferred environment.
For example, a participant may like preparing food but find a fast-paced commercial kitchen overwhelming. They may be better suited to food preparation in a quieter catering, bakery or production setting.
Another participant may believe they want customer service work but discover that they most enjoy stock organisation and behind-the-scenes tasks.
Neither discovery is a setback. Both provide valuable information that helps refine the employment pathway.
What Good Industry Exploration Looks Like
Effective exploration should answer questions such as:
- What tasks are performed in this role?
- What does a typical shift involve?
- How busy, noisy or physically demanding is the workplace?
- How much customer contact is required?
- Are tasks predictable or constantly changing?
- What qualifications or tickets may be needed?
- What hours are commonly available?
- How would the participant travel to and from the workplace?
- Which of the participant’s strengths match the role?
- What skills still need to be developed?
At Next Gen Youth Employment, industry exploration is not about pushing participants towards the first available vacancy. It is about helping them understand their options and make informed choices.
Weeks 8–12: Moving Towards Practical Workplace Experience
By the later part of the first 90 days, many participants should be moving towards some form of practical application.
That does not mean every participant must begin a formal work trial by a fixed date. Readiness varies, and some people may need additional preparation.
However, there should usually be a plan for moving beyond theory.
Practical experience might include:
- simulated workplace activities
- employer visits
- job-shadowing
- volunteering connected to employment goals
- short workplace tasters
- supported work experience
- work trials
- participation in a real employer environment
- applying for an apprenticeship, traineeship or suitable vacancy.
NDIS reporting guidance identifies employer engagement, job customisation, learning job skills, work experience, and improved communication and social skills as areas associated with stronger employment progress.
A Work Trial Should Have a Purpose
A participant should not be placed in an environment simply because the provider already has a relationship with that business.
The opportunity should connect to the young person’s interests, goals and current readiness.
Before a work trial, the participant should understand:
- where they are going
- what the business does
- what tasks they may perform
- what clothing or equipment they need
- how they will travel there
- who will meet them
- how long the trial will last
- what support will be available
- how feedback will be provided.
The employer should also receive appropriate information about how to support the participant, while respecting privacy and consent.
Next Gen Youth Employment helps prepare young people for practical workplace experiences so they can enter the environment with clearer expectations and greater confidence.
Support Should Encourage Independence
The goal of coaching is not to make the participant permanently dependent on the coach.
Early support may be intensive. The coach might demonstrate tasks, help the participant interpret instructions, prompt communication or assist with problem-solving.
As the participant becomes more capable, the support should gradually change.
For example, the coach may move from:
- completing a task alongside the participant
- to providing verbal prompts
- to checking a written task list
- to observing from a distance
- to arranging occasional follow-up.
Progress often means the participant completes more of the task independently, even if support remains available when needed.
What Should Happen at the 90-Day Progress Review?
Around the end of the first three months, the provider should discuss what has happened so far and what will happen next.
This review does not need to be an intimidating formal assessment. It should be an honest, collaborative conversation involving the participant and, where appropriate, their family, carer or support coordinator.
The discussion should cover:
- the participant’s original employment goals
- activities and supports delivered
- skills developed
- new interests discovered
- barriers that have been reduced
- barriers that still require attention
- feedback from practical experiences
- what the participant enjoyed or disliked
- whether the current goals remain appropriate
- upcoming industry exploration or work opportunities
- changes needed to the support approach.
NDIS guidance states that employment provider reports used for plan reassessment should identify the participant’s work goal, supports delivered, progress made, skills still required and the plan for reaching the goal.
Families do not need to wait until the end of an NDIS plan to ask for this information. Regular progress conversations can help identify problems early and keep everyone focused on employment outcomes.
Personalised SLES Support Versus a Generic Program
The difference is often visible in the questions the provider asks, the activities they select and the way they respond to feedback.
| Personalised SLES support | Generic program |
| Starts with the participant’s strengths, preferences and goals | Starts with a pre-set timetable |
| Develops an individual employment pathway | Gives everyone essentially the same program |
| Adjusts communication and teaching methods | Expects every participant to learn in the same way |
| Links activities to employment outcomes | Delivers activities without explaining their purpose |
| Explores industries suited to the participant | Directs participants towards whichever placements are readily available |
| Changes support when something is not working | Repeats the same approach despite limited progress |
| Seeks participant feedback | Makes decisions without meaningful participant involvement |
| Tracks skills and employment milestones | Focuses mainly on attendance |
| Maintains employer connections relevant to participant goals | Offers little exposure to real workplaces |
| Reviews progress and agrees on next steps | Provides vague or irregular updates |
Some group activities can still be valuable. Participants may benefit from practising teamwork, workplace communication, interview skills or problem-solving with peers.
The issue is not whether group sessions are used. The issue is whether the activities address each participant’s individual goals and whether suitable one-to-one guidance is available when required.
Warning Signs That Support Is Not Being Tailored
Families should allow time for the provider-participant relationship to develop. Not every week will produce a major breakthrough, and employment preparation is rarely a perfectly straight path.
Nevertheless, certain patterns may indicate that the program is not sufficiently personalised.
1. Nobody Can Explain the Employment Goal
The participant, family and provider should have a shared understanding of what the support is working towards.
The goal may evolve, but it should not remain completely unclear after months of service.
2. Every Participant Completes the Same Activities
Some common workshops are reasonable. However, if every participant receives the same timetable regardless of interests, abilities or goals, the program may be prioritising convenience over personalisation.
3. There Is No Connection to Real Employers
Employment preparation should eventually include exposure to genuine workplaces, employers, practical tasks or recruitment opportunities.
Months of classroom-style activity without a plan for workplace engagement may be a concern.
4. Progress Is Measured Only Through Attendance
Attending regularly is positive, but it is not the only measure that matters.
The provider should also be able to discuss new skills, increased independence, confidence in specific situations, completed work experiences and progress towards employment milestones.
5. The Participant’s Feedback Does Not Change Anything
A participant may say that an environment is overwhelming, a role does not interest them or a learning method is confusing.
A personalised provider should explore the concern and consider adjustments. Repeatedly ignoring the participant’s feedback can undermine trust and engagement.
6. Goals Are Chosen for the Participant
Providers can offer guidance and explain realistic options, but the participant should be involved in choosing their direction.
A provider should not push someone into hospitality, retail, cleaning, warehousing or another sector simply because placements are available there.
7. The Family Receives Vague Updates
Updates such as “everything is going well” provide limited information.
A useful update might explain that the participant has learnt to follow a three-step stock replenishment process, attended two workplace visits, identified a preference for quieter environments and will begin a supported logistics placement next month.
8. The Same Barriers Continue Without a Strategy
Some barriers take time to address. The provider should still be able to explain what strategies are being tried, whether they are working and what will change if progress remains limited.
9. Support Creates Dependence Rather Than Capacity
The participant should gradually gain more skills, confidence and decision-making responsibility.
A provider who completes tasks for the participant without teaching them may unintentionally limit independence.
10. Activities Continue Without Clear Consent
Participants have choice and control over their NDIS supports. Providers should not pressure them to purchase activities they do not want or need.
Questions to Ask During the First 90 Days
Families and participants do not need to wait until something goes wrong before asking questions.
Useful questions include:
- What employment goals are we currently working towards?
- How was the individual support plan developed?
- Which activities are specific to the participant’s goals?
- What strengths have you identified?
- Which barriers are currently being addressed?
- What progress have you observed?
- How are you measuring that progress?
- What industries or roles will be explored?
- When will practical workplace experience begin?
- How do you choose work experience opportunities?
- How are employers prepared to support participants?
- What happens when an activity or placement is not suitable?
- How will support be reduced as independence increases?
- When will the next progress review occur?
- What are the next three practical steps?
A strong provider should welcome thoughtful questions. Transparency helps participants and families make informed decisions and contributes to a more productive working relationship.
The Role of Families and Carers
Families often hold valuable knowledge about the young person’s routines, communication, confidence, sensory preferences and past experiences.
They may also notice progress that is not immediately visible during provider sessions. For example, the participant may begin preparing their clothing the night before, discussing work more positively, travelling more independently or taking greater responsibility for their schedule.
These observations can help the provider understand the wider impact of the program.
At the same time, the young person should have opportunities to develop their own voice and make employment decisions. Families can support this process by encouraging the participant to:
- describe what they enjoyed
- identify what felt difficult
- ask questions
- make choices between suitable options
- practise workplace routines at home
- celebrate progress
- take increasing responsibility.
At Next Gen Youth Employment, we value collaboration with families while keeping the participant’s goals, preferences and independence at the centre of the journey.
The Role of Support Coordinators
Support coordinators can help participants understand their available supports, compare providers, review service agreements and evaluate whether services remain effective.
They may also help facilitate communication when the participant or family is uncertain about progress.
A support coordinator can ask the provider for information about:
- employment goals
- frequency and type of support delivered
- spending against the available budget
- participation and engagement
- skills developed
- workplace exposure
- current barriers
- expected next steps
- recommendations for the next plan period.
When provider, participant, family and support coordinator communicate clearly, issues can often be addressed before they become larger problems.
Comparing NDIS SLES Providers After You Have Started
Most families carefully compare providers before signing a service agreement. However, comparison should not end on the first day of service.
The first 90 days provide an opportunity to compare what was promised with what is actually being delivered.
When assessing NDIS SLES providers, consider whether the provider is demonstrating:
- a detailed understanding of the participant
- individual employment planning
- appropriate communication methods
- relevant skill development
- connections with suitable employers
- access to practical work experience
- transparent progress reporting
- flexibility when needs change
- a clear pathway towards employment
- respect for participant choice and control.
The NDIS publishes employment provider outcome information to help participants understand provider performance and consider how providers tailor supports towards employment goals.
Numbers alone do not tell the entire story, particularly because participants have different goals and support requirements. Nevertheless, providers should be prepared to explain how they support participants to move from preparation into genuine employment opportunities.
Searching for “SLES Providers Near Me” Is Only the Beginning
Typing “SLES providers near me” into a search engine can identify services operating in your area, but location should not be the only deciding factor.
A nearby provider may be convenient, yet families should also investigate:
- how individual plans are developed
- whether participants have a consistent coach
- which industries the provider works with
- how often workplace experiences occur
- whether the provider offers both individual and group support
- how progress is recorded
- what happens when a placement is unsuitable
- whether the provider maintains genuine employer relationships
- how the participant’s voice influences decisions.
When speaking with NDIS SLES providers, ask for concrete examples of how their program changes from one participant to another.
A useful answer should go beyond statements such as “everything is tailored”. The provider should be able to explain their assessment process, goal-setting approach, coaching methods, employer engagement and progress reviews.
For families comparing SLES providers near me, the best choice is generally not simply the closest service. It is the provider most capable of understanding the young person and developing a credible pathway towards work.
What Meaningful Progress Can Look Like After 90 Days
Progress does not always mean obtaining a job immediately.
Depending on the participant’s starting point, meaningful early progress may include:
- attending sessions more independently
- identifying two preferred industries
- ruling out an unsuitable work environment
- travelling on a new public transport route
- completing a resume
- learning how to ask for clarification
- participating in a workplace visit
- completing a mock interview
- increasing tolerance for a busy environment
- following a multi-step task list
- receiving positive employer feedback
- completing a first work experience shift
- improving punctuality
- communicating more confidently with supervisors
- identifying helpful workplace adjustments
- applying for a suitable vacancy.
These milestones matter because they build the foundation for sustainable employment.
At Next Gen Youth Employment, we believe progress should be recognised throughout the journey. Securing paid employment is an important objective, but the skills, confidence and independence developed along the way are also valuable outcomes.
What Happens When the Original Plan Is Not Working?
Personalised employment support should be flexible.
A participant may begin with an interest in one industry and later discover that another role is more suitable. A work trial may reveal unexpected sensory barriers. A group environment may be less effective than individual coaching. The participant’s confidence may grow faster than expected, allowing them to move into employer engagement sooner.
These changes should inform the program.
A provider may need to:
- revise the employment goal
- explore a different industry
- adjust session frequency
- change communication tools
- provide more practical learning
- reduce classroom-based activities
- introduce travel training
- involve an allied health professional where appropriate
- seek a different work experience environment
- provide the employer with additional guidance.
Changing the approach is not an admission of failure. It is often evidence that the provider is listening and responding.
The warning sign is continuing an ineffective program simply because it is easier than adapting it.
Why Choose Next Gen Youth Employment for SLES Support?
Next Gen Youth Employment was established to help bridge the gap between school and a successful career for young people with disability.
Our specialised focus on School Leaver Employment Supports allows us to concentrate on the practical steps young people need when preparing for work.
We can help participants:
- identify strengths and career interests
- develop individual employment goals
- build workplace confidence
- strengthen communication and teamwork
- improve resumes and interview skills
- explore suitable industries
- prepare for workplace expectations
- access practical work experiences
- engage with employers
- work towards apprenticeships, traineeships and paid roles
- receive ongoing coaching as they become more independent.
Next Gen Youth Employment does not believe that a young person should be fitted into a standard program.
We work to understand the participant first and then shape the pathway around their goals, abilities and support needs. This allows each activity to have a clear purpose and keeps the focus on meaningful employment rather than participation for its own sake.
Frequently Asked Questions About the First 90 Days of SLES Support
Should a young person have a work trial within the first 90 days?
Not necessarily. Some participants may be ready for practical workplace experience quickly, while others need additional confidence, skill development or industry exploration.
The provider should still be able to explain how the participant is being prepared for real workplace exposure and when that step may reasonably occur.
How often should progress be reviewed?
The timing should be included in the participant’s tailored support plan or service agreement. Informal feedback may happen regularly, with more structured reviews occurring at agreed intervals.
Families should not hesitate to request a progress discussion when they need greater clarity.
Is group-based SLES support personalised?
It can be.
Group sessions may help participants practise teamwork, communication and social interaction. However, the participant should still have individual employment goals, tailored coaching and activities relevant to their pathway.
What should I do if there is no clear employment plan?
Begin by asking the provider to explain the participant’s current goals, activities, milestones and next steps.
When concerns cannot be resolved directly, the participant may seek assistance from their support coordinator, their NDIS contact or another trusted person. The NDIS also provides guidance on changing providers and reviewing the conditions in the existing service agreement.
Can employment goals change after SLES support begins?
Yes. Industry exploration and work experience often help young people understand their preferences more clearly.
Goals should be reviewed and updated when new information becomes available.
How can I compare NDIS SLES providers?
Look beyond general promises and ask how each provider assesses strengths, develops goals, builds skills, connects with employers and reports progress.
The most suitable provider should be able to demonstrate how its services will be adapted to the individual participant.
What if the participant does not know what job they want?
That is common, particularly for young people who have had limited exposure to different industries.
Next Gen Youth Employment can help participants explore their abilities, preferences and possible career directions through personalised assessment, coaching and practical industry exploration.
Make Your First 90 Days Count With Next Gen Youth Employment
The first three months with a provider should create direction, trust and momentum.
The participant may still have a long journey ahead, but they should begin to understand their strengths, identify possible career pathways and practise skills that bring them closer to work.
Most importantly, the young person should feel that the program belongs to them.
Personalised SLES support should not be defined by how many sessions someone attends. It should be defined by whether those sessions build confidence, ability, independence and genuine employment opportunity.
At Next Gen Youth Employment, we can help young people and their families understand what effective School Leaver Employment Supports can look like. Our team develops individual pathways based on each participant’s interests, employment goals and support needs.
Whether you are preparing to begin SLES, reviewing your first few months with another provider or searching for SLES providers near me, speak with Next Gen Youth Employment about the support available.
Contact Next Gen Youth Employment for more information and assistance with taking the next step towards meaningful employment.
Call: (03) 9968 3021
Email: info@nextgenye.com.au
Location: 36A Fordson Road, Campbellfield, Victoria 3061
