Supporting the Move From School to Adult Life

The end of school brings the end of a daily structure that may have lasted more than a decade. This lesson explores what changes for young people with disability when they leave school, and why this period matters so much. Key points: young people may lose routines, friendships and services at the same time; without planning there is a real risk of isolation and long days at home; this is also a time of great opportunity, with new choices about study, work, relationships and independence; and our role is to help the young person shape the next stage of life around their own interests and goals.

The best transitions start well before the final year of school and are led by the young person. This lesson explains how to plan early in a person centred way. Key points: start planning in the later years of secondary school; ask the young person about their interests, strengths and dreams, using the communication methods that work for them; try things out through work experience, volunteering, courses and community activities; involve school staff, family and the support coordinator, with the young person's agreement; and record goals so they can be included in the young person's NDIS plan.

There are many paths after school, and most young people combine more than one. This lesson introduces the main options. Key points: further study at TAFE, university or community colleges, with support from their disability services; employment, including NDIS supports to build skills for work, find a job and get support on the job; mainstream employment services, such as Inclusive Employment Australia, for jobseekers with existing work skills; and community participation through volunteering, sport, arts, clubs and social groups. The right mix depends on the young person's interests and goals.

Schools and the NDIS have different responsibilities, and understanding the difference helps avoid gaps. This lesson explains the interface in general terms. Key points: schools and education providers are responsible for learning and for reasonable adjustments so students can participate; the NDIS funds disability related supports that are NDIS supports, such as personal care or travel training; school leaver employment support is now delivered within the NDIS's broader employment assistance supports, with transitional arrangements continuing for some providers; and because arrangements are changing, check current NDIS guidance or ask the support coordinator.

Families are often the young person's strongest supporters and know them best. This lesson looks at how to involve families well during the move to adult life. Key points: value the knowledge and commitment families bring; recognise that parents may be worried, grieving the end of school or unsure about what comes next; involve family in the way the young person wants; be honest and consistent in communication; help families connect with information and peer support; and when family and young person disagree, support the young person's voice while respecting the family's concerns.

At 18, a young person becomes an adult in law with the right to make their own decisions. This lesson explains how to support that growing independence. Key points: start from the presumption that the young adult can make decisions; use supported decision making, giving information in accessible ways, time and trusted people to help; respect choices, including ones others would not make, while talking through risks; remember that parents do not automatically make decisions for an adult child; formal substitute decision making is a last resort; and tell your team leader if you are concerned about a young person's safety or wellbeing.

This case study follows Jacob, a Year 12 student with cerebral palsy who uses a wheelchair and loves sport. With his support worker, Jacob explores what he might do after school, from work experience to volunteering at his local football club. When the club says its clubrooms are not accessible, the team uses the social model to find a way forward. The lesson shows how early planning, real experiences and the young person's own voice turn interests into goals for his NDIS plan. Key points: start early, try real things and remove barriers.

This case study follows Lily, a young woman with an intellectual disability in her first year after school. After some long, quiet weeks at home, she starts a short TAFE course, but after three weeks she tells her support worker she wants to quit because she feels lost and has no friends there. The lesson explores how to listen, explore what is behind the decision, connect with the TAFE disability service about adjustments, and ultimately respect Lily's choice. Key points: listen first, look for barriers, involve the right services and support her decision.