Building early expectations of work

Overview

The transition from school into further education, training or employment is an important milestone for all young people. For young people disability, leaving school marks one of the most significant changes in their lives as they move into adulthood, leaving behind many familiar structures and supports. 

The evidence consistently shows that early, coordinated planning and the cultivation of high expectations are key predictors of successful post-school employment outcomes for students with disability.¹

Without early planning, students risk facing long periods of uncertainty, disengagement, and exclusion from further education, training, and employment. Transition support influences a young person’s pathway into adult life.  

By beginning transition conversations early, we can prepare students for this major life stage. Planning and engaging them in the world of work while at school supports building independence, confidence, career identity and pathways that ensure the move from school to adult life is purposeful rather than disruptive.^{2 3}

Key strategies for success

Early planning builds strong foundations for future success. Some key strategies include:

• It takes time to develop skills, so start transition planning in the early secondary years allows students to build academic, vocational and independent living skills gradually.⁴
• Coordinating with schools, families and community/employment agencies allows for alignment of services, which reduces duplication and ensures continuity.⁵
• Prioritising student voice and choice during planning allows students to explore their interests, strengths and aspirations, which helps to foster self-determination.⁶
• Early engagement with work through work exposure, exploration, and experience, introduces young people with disability to valuable opportunities for building skills, confidence, and aspirations, creating a strong foundation for meaningful adult roles and long‑term employment success.⁷

Building expectations expands possibilities for young people with disability. Strategies to assist with this include:

• Instilling belief helps to shape outcomes – when young people with disability hold high expectations for themselves, they are more likely to pursue an employment pathway.⁸
• Low expectations are a barrier to employment pathways, so it is important to challenge stereotypes when supporting people with disability. This helps to dispel common misconceptions and advocate for inclusive pathways to work. ⁹
• It is important to have the expectation that all young people, no matter what their disability, can and should pursue a pathway to meaningful, decent work, with other supports braided around achieving that outcome.
• High expectations are not simply attitudes; they are also important mechanisms for shaping policy, practice and systems. They compel us to work together to create opportunities and break down barriers so people with disability can thrive.