School to work transition

Overview

Going from school to the workforce is a huge adjustment. Leaving the school environment that they have known for up to 12 years and entering the unknown world of adulthood can be unsettling for young people and their families. Careful planning through collaboration with the young person, school staff, family and community can ease concerns about the transition from school to employment and adulthood. Age 14 to 24 years is a critical transition period in determining a young person’s future, and it is important that young people with disability leave school with essential foundational skills for work, self-confidence and a support network.¹ 

School to work transition is best understood as a developmental process that begins early in secondary school and continues through the post‑school adjustment period into emerging adulthood. This process involves a wide variety of services and experiences, including education and training, work-based learning, career guidance and social support, with the ultimate aim of meaningful employment.^{2 3} 

Key strategies for success

Research has shown that there are numerous predictors of success for young people with disability after they leave school. ⁶  These predictors can be used as a kind of roadmap for schools, families, employment supports and communities to focus on what works. Key predictors include:

• career preparation and work experience – young people need career awareness, vocational training, work-based learning opportunities and structured transition programs that combine education with practical employment experience
• inclusive education and support services – access to mainstream classes, recognised qualifications, mentoring, tutoring, and coordinated support from schools and agencies working together
• goal-setting and pathway planning – clear academic and career plans, teaching young people to set personal goals and providing occupational courses focused on specific job skills
• family engagement and expectations – families actively involved in planning, holding high expectations for employment and independence and building confidence in young people's abilities
• Life skills and self-advocacy – young people developing daily living skills (transport, money management, household tasks), social skills, self-awareness, decision-making ability, and being encouraged to make choices and advocate for themselves.