In Brief 

• Life after school can include further education, employment, volunteering, community participation or a combination of pathways.  

• Exploring strengths, interests, goals and support needs can help identify meaningful opportunities after school.  

• Further education options may include university, TAFE, vocational training, apprenticeships, and traineeships.  

• Employment supports such as School Leaver Employment Supports (SLES) and Disability Employment Services (DES) may assist eligible individuals to prepare for and pursue work opportunities.  

• Community participation, volunteering, and life skill development can help build confidence, independence, and social connections.  

• There is no single pathway after school, and choices should reflect a person’s individual goals, interests, and aspirations.  

Leaving school is an exciting milestone. For young people with disabilities, it can be a time to explore new opportunities, develop new skills and work towards personal goals. It can also feel overwhelming, with many different pathways and decisions to consider. 

This article provides an overview of some of the options available after school and encourages further research into the opportunities that may best suit each individual. There is no single path that everyone must follow. Instead, young people should be supported to move at their own pace and make choices that align with their goals, interests and aspirations. 

When planning for life after school, it can be helpful to understand a person’s strengths, interests, support needs and future goals. These factors can help guide decision-making and identify opportunities that are both meaningful and achievable. 

Strengths and Interests 

A helpful place to begin is by understanding what a person enjoys and what they are good at. The Queensland Department of Education describes this as looking at the connection between ability, interest and strength. 

Ability is something a person can do well or is developing skills in. 

Interest is something a person enjoys, feels motivated by or wants to learn more about. 

Strength is where a person’s abilities and interests come together. 

This approach helps keep planning person-centred. Rather than focusing only on challenges, it encourages young people, families and support networks to consider what a person enjoys, what they are capable of and the environments that may help them succeed. 

Education and Training Pathways 

Leaving school does not mean that learning must stop. Many young people with disabilities continue into further education or training to build skills, explore interests and gain qualifications. When considering study options, it can be helpful to look not only at the course itself but also at the support services available. 

University 

University may be an option for young people who wish to pursue academic study in an area that interests them. Many universities offer disability support services designed to help students access their learning environments and participate fully in campus life. 

These supports may include: 

• Exam and assessment adjustments 

• Assistive technology 

• Accessibility advisers 

• Individual support plans 

• Accessible learning materials 

TAFE and Vocational Education 

TAFE and vocational education can be strong options for students who prefer practical, hands-on learning. These courses often focus on developing industry-specific skills that can lead directly to employment opportunities. 

Many training providers offer disability support services and adjustments to assist students throughout their studies. Before enrolling, it can be helpful to speak with the provider about available supports and what adjustments may be available to meet individual needs. 

Apprenticeships and Traineeships 

Apprenticeships and traineeships can be a valuable pathway for young people who want to learn practical skills while gaining real workplace experience. 

Supports may be available for apprentices and trainees with disabilities, including: 

• Workplace modifications 

• Adaptive equipment 

• Specialist support staff 

• Reasonable adjustments to training and work environments 

These supports are often organised early and tailored to the individual’s needs throughout their training. 

Employment 

For some young people, employment may be an important goal after leaving school. Work can provide structure, social connection, financial independence, confidence and a sense of purpose. 

Employment opportunities can look different for everyone, with varying levels of support available depending on a person’s goals, skills and support needs. 

Open Employment 

Open employment refers to mainstream workplaces where people with and without disability work together. Opportunities may exist across a range of industries, including retail, hospitality, administration, warehousing, community services and many others. 

Supported Employment 

Supported employment provides additional assistance for people with disabilities who may need help learning workplace tasks, developing employment skills or working towards longer-term employment goals. 

Support may include workplace mentoring, skill development, assistance with routines and workplace expectations, goal setting and ongoing employment support. This option can be beneficial for young people who want to work but may require a more structured and supportive environment. 

School Leaver Employment Supports (SLES) 

School Leaver Employment Supports (SLES) are supports funded through the National Disability Insurance Scheme (NDIS) that are designed to help eligible young people transition from school into employment. 

Access to SLES depends on an individual’s circumstances, goals and NDIS funding decisions. Not all participants will be eligible for this support. This information is general in nature and individual funding outcomes may vary. 

SLES may help young people: 

• Build confidence 

• Develop communication skills 

• Learn workplace expectations 

• Gain work experience 

• Practise interview skills 

• Prepare resumes and job applications 

• Explore different industries 

• Build independence 

• Develop travel and time management skills 

These supports are designed to act as a bridge between school and employment, helping young people build the skills and confidence they may need before applying for jobs or accessing other employment supports. 

Disability Employment Services 

Disability Employment Services (DES) can assist people to find and maintain employment. Support may include: 

• Job searching 

• Job applications 

• Interview preparation 

• Workplace matching 

• Ongoing workplace support 

These services can be particularly useful for young people who are ready to look for work but would benefit from additional guidance throughout the process. 

Work Experience and Skill Development 

Work experience can be a valuable way for young people to explore their interests, understand workplace expectations and build confidence before entering employment. 

Work experience may help young people: 

• Try different types of work 

• Build confidence in new environments 

• Learn workplace routines 

• Practise communication skills 

• Understand expectations around time, tasks and teamwork 

• Discover what they enjoy 

• Identify what supports they may need in future workplaces 

This can be particularly helpful for those who are still exploring what pathway they would like to pursue after school. 

Volunteering 

Volunteering can be a valuable pathway after school, providing opportunities to build skills, gain experience, meet new people and contribute to the community. 

Volunteer opportunities may be available through community organisations, op shops, sporting clubs, animal shelters, charities and local community groups. For some people, volunteering can act as a stepping stone towards further education, employment or other long-term goals. 

Community Groups and Social Participation 

Life after school is about more than education and employment. For many young people, leaving school also means moving away from familiar routines, friendships and social opportunities. 

Community participation can help people stay connected, build confidence and develop a meaningful and fulfilling routine. 

Community activities may include: 

• Social groups 

• Recreation programs 

• Sport and physical activity groups 

• Hobby-based groups 

• Art, music or creative groups 

• Cooking or gardening groups 

• Gaming or technology groups 

• Peer support groups 

• Community participation programs 

• Volunteering opportunities 

These opportunities can help people meet others with shared interests, develop friendships, learn new skills and participate more actively in community life. 

How to Find Community Groups 

Community groups and activities can often be found through: 

• Schools and transition planning services 

• Support Coordinators or Local Area Coordinators 

• Disability service providers 

• Local council community directories 

• Community noticeboards 

• Local Facebook groups and community pages 

• Disability expos, career expos and community events 

• Recommendations from family, friends and support networks 

• Recreation centres, libraries and neighbourhood centres 

Starting with a person’s interests can be a helpful way to identify activities and groups that may be worth exploring. 

Developing Independence and Life Skills 

Moving into life after school often involves learning new skills and taking on greater responsibility over time. 

As young people transition into adulthood, they may begin developing skills related to: 

• Managing money and budgeting 

• Understanding Centrelink payments or employment income 

• Using public transport and exploring transport options 

• Managing healthcare appointments 

• Transitioning from child health services to adult health services 

• Understanding rights and responsibilities 

• Building healthy relationships 

• Staying safe online and in the community 

• Exploring future housing options 

These skills do not need to be developed all at once. For many young people, independence is built gradually with support from family, carers, schools, support workers, NDIS providers and community services. 

Housing Options 

For some people, life after school may also involve considering future living arrangements. Moving out of home or becoming more independent can be a significant goal and may require planning, skill development and support. 

When considering housing options, it can be helpful to think about: 

• Daily living skills 

• Personal care supports 

• Budgeting and managing household expenses 

• Transport and accessibility 

• Safety and security 

• Tenancy responsibilities 

• Maintaining social connections 

• The type of home environment that best suits the person’s needs and goals 

For some people with disability, this may include exploring options such as independent living, Supported Independent Living (SIL) or Specialist Disability Accommodation (SDA), where eligible. SDA is NDIS-funded housing designed for people with very high support needs. Eligibility for SIL and SDA is assessed individually and funding is not guaranteed, with decisions based on a person’s circumstances and support needs. 

The Role of Families, Schools and Support Networks 

Planning for life after school is often most effective when young people are actively involved in decisions about their future. 

Families, carers, schools, support coordinators and other support networks can all play an important role in helping young people explore options and make informed choices. 

Families and support networks can help by: 

• Encouraging young people to share their goals and aspirations 

• Helping identify strengths and interests 

• Exploring education, employment and community opportunities 

• Supporting visits to services, open days and expos 

• Asking providers about available supports 

• Helping build confidence and independence 

• Supporting decision-making while ensuring the young person’s voice remains central 

The goal is to keep the young person at the centre of planning and support them to create a future that reflects their choices, goals and aspirations. 

Final Thoughts 

Life after school looks different for everyone. Some young people may choose further education, while others may focus on employment, volunteering, community participation, independent living or a combination of these pathways. 

There is no right or wrong path to follow. The most important thing is to explore opportunities that align with a person’s strengths, interests, goals and support needs. By taking time to research options, build skills and connect with the right supports, young people can create a pathway that is meaningful, achievable and unique to them.