School Leaver Employment Supports (SLES) are about more than just resumes and interviews – they’re a bridge from school to the working world, helping young Australians with disabilities build real-life habits that make work possible. Many providers cover job-hunting basics, but the true game-changers are the daily and weekly routines: getting into a healthy sleep schedule, practicing the commute, managing money, communicating effectively, building stamina, planning for sensory needs, and taking on small responsibilities that grow into workplace reliability. These are the “little” things that add up to big outcomes in employment. At My Support Mate, we understand that developing these habits in a supportive, personalised way can boost a young person’s work readiness, independence, and confidence – and we’re here to help every step of the way.

Beyond the CV: Why Routine Matters in SLES

Transitioning from school to work is a major life shift, especially for young people with disabilities. While polishing a resume and practicing interview answers have their place, success in employment often hinges on everyday habits and life skills. The National Disability Insurance Scheme (NDIS) recognises this – noting that essential preparation for school leavers includes practical skills like money handling, time management, communication, and using public transport. In other words, the foundation of “work readiness” is built in daily life, not just in one-off job prep sessions.

Unlike one-size-fits-all job programs, SLES is highly individualised. It offers up to two years of support tailored to each participant’s strengths, interests and goals. Instead of keeping teens in a classroom bubble, a good SLES program brings real-world structure into their week. Over this period, a young person in SLES might work on communication and social skills, time management and travel training (like using public transport), along with work-focused tasks such as writing a resume or practicing interviews. The ultimate goal is to build work readiness and independence, so that by the end of SLES the school leaver is prepared to step into employment or further training with confidence.

Routine is the secret sauce in this process. By developing consistent habits and a weekly schedule, young people gradually adjust to “work-like” patterns: waking up on time, navigating to places, interacting with others regularly, balancing responsibilities, and managing their energy. These building blocks make the transition to a real job much smoother and less overwhelming, because skills like punctuality, communication, and problem solving start to become part of their everyday routine. Let’s explore some of these key building blocks and how they can be woven into a SLES weekly routine that fits real life.

Key Building Blocks of a Work-Ready Weekly Routine

A truly effective SLES plan focuses on life as much as on “work.” By breaking the week into practical learning blocks, young participants can build skills step by step, gaining confidence with each small win. Here are the core elements My Support Mate recommends including in an SLES weekly routine, designed around real life:

Sleep Routine: The Foundation for Work Readiness

A good day’s work starts with a good night’s sleep. Establishing a consistent sleep routine may not sound job-related, but it’s crucial. Research shows that sleep quality has a direct bearing on readiness and productivity at work. If a young person is staying up till 2 AM playing video games and then sleeping in, it will be a struggle to adapt to a 9-to-5 schedule. During SLES, we help participants set a healthy bedtime and wake-up time, aiming for the same schedule each day (even on weekends) to stabilise their body clock. This might involve creating a calming bedtime routine (like turning off screens, having a wind-down activity, etc.) and gradually adjusting wake-up times to earlier hours if needed.

Having a reliable sleep pattern builds the stamina and alertness needed for work. It means the young person can attend morning training or work experience without exhaustion, and they are mentally sharper for learning new skills. Families can support this by treating sleep as a non-negotiable priority – for example, by keeping consistent household quiet hours. It’s also helpful to talk about why sleep matters: better mood, concentration and fewer mistakes at work (since fatigue is known to increase errors and accidents). By making sleep health part of the weekly plan (and tracking progress, like noting feeling more energetic in the mornings), SLES participants lay the groundwork for every other activity.

Travel Training and Time Management: Practicing the Commute

One big step toward employment independence is being able to get to and from a workplace on your own. That’s why transport practice is a core part of many SLES programs. Each week, a young person can work on navigating their community – whether it’s learning to catch a bus, ride a train, or even just walking safe routes in the neighbourhood. This “travel training” builds both confidence and practical know-how. For example, a support mentor might ride the bus with the participant a few times until they feel comfortable, then gradually step back. Over time, the young person learns to read timetables, handle a transport card, and plan for things like delays or service changes.

Hand-in-hand with transport skills comes time management. We emphasize routines like planning the morning before a commute: e.g. wake up at 7:00, out the door by 8:00 to catch the 8:15 bus – mirroring the kind of schedule they’d need for a job or TAFE course. SLES coaches often help participants use tools like phone alarms or visual schedules to manage time. The goal is that sticking to schedules and being on time become habits, not struggles. Through real-world practice, participants learn to allow enough time for tasks (like packing a bag or having breakfast) and to adjust if things go wrong (if the bus is missed, what’s the next one?). As one SLES resource explains, developing independence means learning to use public transport safely and plan travel routes, as well as managing time – skills like catching a bus on schedule and meeting deadlines ultimately become part of everyday routine.

Families can support this at home by treating certain weekly outings as “practice workdays.” For instance, if the young person has a volunteer gig or SLES workshop at 10 AM on Wednesdays, encourage them to treat it like a job commitment – they must wake up on time, get ready, and arrive punctually. Initially, a parent or support worker might go along on the journey to guide them. But with repetition, the aim is to step back and let the young person handle it solo, building self-reliance. It’s amazing how a once-daunting train ride can become routine after a month of practice.

Managing Money and Budgeting Habits

Understanding and managing money is a vital life skill that ties directly into work readiness. After all, one big motivation for employment is earning an income – and being able to handle that income responsibly is part of independent adulthood. Many young people with disability haven’t had much experience handling money, and some may struggle with things like impulse control, planning or understanding numbers. This means SLES should include gentle, practical lessons in money management to build confidence.

Each week, we incorporate budgeting exercises or real-life money tasks. For example, a support mentor might help the participant plan a small budget for lunch during an outing: give them $20 and work together to decide how to spend within that limit, comparing prices or hunting for a bargain. Another activity could be a weekly shopping routine – perhaps every Thursday, the participant buys a few grocery items for a family meal, using a list and budget. They learn to handle cash or a debit card, wait for change, and keep a receipt. Over time these small transactions build financial literacy. Even saving up money earned or received can be practiced: we might set up a simple savings goal (like putting aside $5 a week toward a desired item) to teach delayed gratification and planning.

These “little” money habits have big impact. They foster independence (“I can buy my own stuff!”) and responsibility. A Source Kids article notes that many youths need extra support in developing money skills due to difficulties with planning and organisation, but that with practice – like making decisions about a small allowance – their independence grows. Families can reinforce this by involving their young person in household budgeting conversations (at an appropriate level) or by letting them pay at the counter during routine shopping. SLES provides a safe space to make mistakes and learn – if they miscalculate or overspend one week, it’s a learning opportunity rather than a crisis. By tracking spending together and talking through choices (“You bought lunch out three times, so your wallet is empty on Friday – what could we do differently next week?”), mentors help participants build awareness. Over the weeks, the numbers start to make sense, and handling money becomes less scary.

Communication and Social Skills in Daily Life

Being work-ready isn’t just about hard skills – it’s also about knowing how to communicate and socialize in the adult world. Many SLES participants need to build up their communication habits: things like greeting people, making eye contact, having a basic conversation, or speaking up to ask for help. These skills can’t be learned solely from a textbook; they improve with regular practice in real settings. That’s why we weave communication exercises into the weekly routine.

For example, a communication goal for the week might be making one phone call to schedule an appointment or practicing a polite email reply. In a group SLES session, participants might role-play common workplace interactions (like how to talk to a supervisor or how to handle small talk with co-workers). We also encourage joining community activities (like a local club or group class) as a way to practice social skills with new people in a supported way. Even something as simple as ordering a coffee or answering the phone can be a confidence-boosting victory for someone who’s shy or has speech difficulties.

Over time, these small interactions add up. The young person becomes more comfortable communicating, which in turn prepares them for job interviews, teamwork, and customer service. According to the NDIS, building communication and interpersonal skills is an essential activity for school leavers on the path to employment. SLES addresses this by giving participants many chances to converse, listen, and express themselves in a judgment-free environment. At My Support Mate, our mentors use positive reinforcement – lots of praise for every effort to communicate – to help these habits stick. If someone speaks very quietly or struggles to find words, we might incorporate specific exercises from a speech therapist or use assistive communication tools, all within their weekly routine.

Families can bolster this by fostering open conversations at home. Talk about work and daily life regularly; ask the young person’s opinions and truly listen. Encourage them to voice their needs and preferences. If they’re nervous about speaking up, start with familiar scenarios (like ordering their own meal when out with family). Each week, maybe set a challenge: “This week, you call and order the pizza” or “You ask the teacher one question yourself.” Small as these acts are, they build the communication muscles needed for bigger arenas. By making communication practice a normal part of life, SLES participants become far more prepared to handle social interactions in the workplace – from chatting with a colleague, to telling a manager if something’s wrong.

Building Stamina and Managing Energy (Including Sensory Needs)

Workdays can be long and tiring, both physically and mentally. For a young person not used to spending 8 hours focused or on their feet, building stamina is important. Additionally, many individuals on the spectrum or with other disabilities have sensory and energy regulation needs – they might get overwhelmed by noise or need frequent breaks to recharge. SLES weekly routines can be tailored to gradually expand a participant’s endurance while also planning for sensory needs and energy management.

One approach is to slowly increase the duration or intensity of activities as tolerance improves. For instance, a participant might start with a 2-hour volunteer shift at an op shop twice a week. As weeks go by, if they’re comfortable, this could extend to 3 hours, or add a third day. We also schedule in “energy management” strategies: built-in rest breaks, quiet time after particularly stimulating activities, or even short naps if needed (just as some workplaces allow breaks). Teaching someone to listen to their body and take five minutes downtime before they hit a meltdown or fatigue wall is key. This might involve using a timer to work for 20 minutes, rest for 5 – a pacing technique that can later be applied on the job.

Sensory planning is another aspect. If a participant is sensitive to sound, their routine might include carrying noise-cancelling headphones in their backpack and practicing using them when things get loud (like on a bus or in a busy café). If bright lights are an issue, perhaps wearing a cap or sunglasses becomes part of their “work kit.” We might do outings to gradually busier places to build tolerance – e.g. start at a quiet library, then progress to a bustling shopping centre for a short period, gradually extending as they can handle more. Flexible, supportive exposure helps increase their comfort zone without pushing them into distress.

Physical fitness can contribute to stamina too. Thus, we often include a regular exercise element in the weekly plan – tailored to the individual’s ability. It could be a gentle swim every Friday, a daily walk around the block each morning, or even an adapted sports group. Not only does this improve energy levels and health, but it’s also a stress reliever. In fact, research shows exercise can improve sleep and concentration, creating a positive cycle with the other habits. My Support Mate’s team ensures these activities are enjoyable (perhaps combining exercise with an interest, like a dance class for someone who loves music) so that participants stick with them and feel their endurance grow week by week.

By tracking how a young person feels after different activities, we can fine-tune the routine. For example, if we notice they’re always drained on Wednesday afternoons after a morning cooking class, we might keep Wednesday afternoons free for rest or a calming sensory activity. The aim is that by the end of SLES, the individual has a good sense of their “energy budget” – knowing how to pace themselves through a day, and what strategies to use if they start getting overwhelmed. This self-knowledge is a critical part of being reliable in a workplace, because it helps prevent burnout or shutdowns on the job.

Small Responsibilities that Build Reliability

Think of the reliability needed in a job – showing up on time, doing assigned tasks consistently, following through on commitments. These traits don’t magically appear when someone lands a job; they are built through taking on small responsibilities and habits in daily life. SLES uses personal interests and daily activities as a training ground for responsibility. In practice, this means assigning the young person regular roles or chores that they own, and gradually increasing their responsibility level as they succeed.

For instance, a simple starting responsibility might be taking care of a household pet each day: feeding the dog every morning at 8 AM sharp. It’s a small job, but it teaches routine (the dog needs you every day) and accountability (if you forget, the dog goes hungry). Another example is having a weekly household chore like taking out the rubbish every Thursday night. At first, reminders and help might be needed, but over time the goal is for the young person to do it reliably on their own. Families and support workers should treat these not as just chores, but as trust-building exercises. When the young person follows through, acknowledge it: “Great job remembering without me asking – that’s being responsible!”

In the context of SLES, we also emulate “work-like” responsibilities. If the participant volunteers at a community garden on Tuesdays, that’s their role – perhaps watering the plants or sorting tools is “their” task each week. They learn that others depend on them to do their part. Even group-based SLES sessions can assign rotating duties, like one person leads the warm-up exercise or keeps track of break time. These small leadership moments further instill a sense of duty and pride in reliability.

Over time, these small wins accumulate. One Scope Australia article highlighted that through real-world work experience, young people pick up everyday work habits – teamwork, problem solving, and being on time become routine rather than novel challenges. The same happens with small responsibilities: after months of pet care or volunteering, a young person can see themselves as someone who shows up and gets the job done. This self-image is powerful when they eventually step into paid employment. They can say in an interview, “I volunteer at the Op Shop every Wednesday and I’ve never missed a shift,” which speaks volumes about their reliability.

At My Support Mate, we help families set up a “responsibility chart” as part of the weekly routine. This is like a visual tracker of their tasks (big or small) with checkmarks for each day they complete them. It might include things like Did my morning hygiene routine, Fed the pet, Attended SLES placement, Cleaned up my workspace. Checking off tasks daily not only reinforces habit formation but also gives a dopamine hit of accomplishment. It’s essentially a way to practice work ethic in a low-stakes setting. And if something is missed (everyone slips up sometimes), we treat it as a learning moment: what can we change so next week you won’t forget? By the end of the program, our aim is that these habits are second nature – small responsibilities handled well, ready to translate into the larger responsibility of a job.

Interest-Driven Activities: Making Routine Engaging

One size does not fit all in SLES. A routine will be most effective when it’s built around the young person’s interests and goals, because engagement and enjoyment keep motivation high. The beauty of SLES is that supports can be personalised – we can develop core employability habits in ways that feel meaningful to the participant.

For example, if a school leaver is passionate about animals, we might design their weekly routine to include volunteering at an animal shelter or caring for a family pet as mentioned. They could research facts about animal care, practice writing a feeding schedule (which sneaks in time management and planning), and build stamina by cleaning kennels or walking dogs. The core skills – responsibility, routine, communication (talking to shelter staff), even budgeting (saving for pet supplies) – are all developed, but through an activity they love. In fact, some SLES providers offer specialised streams like Animal Care programs, where participants learn pet handling and feeding routines, building empathy and job skills at the same time.

Consider another case: an individual really into technology and gaming. Their SLES week might involve a routine of online learning modules in IT, scheduled at the same time each day to mimic a work schedule. We could set projects like building a simple website or repairing a gadget, which instill project management and persistence. As a treat for completing responsibilities, maybe they get to attend a gaming club (social engagement) on Fridays. In one real example, a Tech-focused SLES stream taught coding and online safety, giving tech-savvy youth a structured way to turn a hobby into skills. Through this, they still had to practice showing up on time for classes, communicating with peers on projects, and balancing screen time with other tasks – all valuable work-life habits.

If a young person leans towards creative arts, we harness that too. Their weekly routine might set aside time to work on art projects or attend an art class, thereby nurturing discipline and focus. A Creative Arts SLES program described encourages self-expression through painting and design while also instilling routines and technical skills. The participant might have a goal to complete one piece of artwork per week – learning to plan, follow through, and meet a deadline in the process. Additionally, if they volunteer at a local gallery or help with an arts-and-crafts group, they’re gaining workplace skills like organisation and teamwork in an enjoyable context.

The key point is, SLES can be holistic and fun. It’s not about forcing square pegs into round holes or doing generic “job stuff” that bores the young person. We ask: what lights them up? What future do they dream of? Then we design weekly activities that both feed that passion and cultivate universal work-readiness traits. My Support Mate prides itself on this creative, person-centred approach. We’ve seen that when a participant is excited about their weekly schedule (“I get to go to the farm on Wednesday!” or “Thursday is cooking day, my favourite!”), they naturally invest more effort and grow more rapidly. Meanwhile, behind the scenes, we ensure the core areas (communication, routine, independence, etc.) are being strengthened through those interest-based activities.

As a parent or support coordinator, you can help by sharing the young person’s interests with the SLES team and brainstorming together. Perhaps your son loves gardening – the provider might connect him with a community horticulture program. Or your daughter is obsessed with trains – maybe use that as motivation for travel training (ride different train lines each week to build her skills). Nothing is too niche; from sports to superheroes, there’s usually a way to incorporate elements of a passion into skill-building. This keeps SLES feeling less like “school” and more like an empowering personal journey.

Families and Support: Helping Without Taking Over

Designing the perfect weekly routine is only part of the equation – the other part is how families and support coordinators interact with that routine. Naturally, parents and carers want to help their young person succeed. The challenge is to support without taking over, so the individual truly gains independence rather than relying on a parent to do everything. This requires clear roles, boundaries, and trust in the process. My Support Mate works closely with families to strike this balance.

First, it’s important to establish a collaborative relationship between the family, the SLES provider, and the participant. Everyone should be on the same team, with the young person’s goals in the center. One NDIS youth employment guide emphasises that the ideal partnership has each member playing a role: the youth and their coach drive the day-to-day decisions, while parents provide background support and advocacy. In practice, this means parents are informed and involved (for instance, sharing insights about their child’s needs or attending key meetings), but the daily work – from attending SLES sessions to making routine choices – is led by the young person with their support coach.

It can be hard for loving parents to take a step back. But remember that letting your child handle things directly is a huge part of fostering independence. “A big part of promoting independence is to get others more involved in supporting your loved one,” notes one guide for carers, acknowledging it can be tough for devoted parents to “take an intentional step back and involve other… paid support staff.”. Trust the SLES mentors you’ve chosen – they are experienced and skilled. Allow your child to attend their program activities without you hovering over their shoulder. If the SLES worker takes them to visit a workplace or practice taking the train, resist the urge to tag along every time. By giving both of you that space, you’re sending a powerful message of trust: “I know you’ve got this.” In fact, explicitly not being present at every moment can boost your young person’s confidence, because they internalise that vote of confidence.

Of course, stepping back doesn’t mean disappearing. It’s about agreeing on roles and boundaries. For example, a family might decide: the parent will handle big-picture advocacy (like ensuring SLES is funded in the NDIS plan, or raising any serious issues to the provider), but the youth will handle day-to-day things like communicating with their coach about schedule or problems. You might set up a weekly check-in routine: perhaps every Friday, the support coordinator or SLES coach emails a brief update, or you have a quick phone call. This keeps you in the loop and allows you to give input if needed (“He’s been anxious about next week’s event, just a heads up…”), but it keeps the primary communication channel between coach and participant. The SLES provider should welcome the family’s insight – after all, you know your child best – yet they will also appreciate parents who empower their child’s voice rather than speaking for them at every turn.

A good way to think of it is that as a parent/carer, you’re moving from being the “manager” of your child’s activities to more of a coach or cheerleader. You’re there on the sidelines, not playing the game for them. A practical tip: if your young person is capable, let them take the lead in discussions about their routine and goals. For instance, in a meeting with My Support Mate’s coordinator, encourage your child to answer questions directly – you can chime in after they’ve had their say. This respects their autonomy. Even at home, involve them in setting their weekly schedule or choosing what responsibility to take on; don’t simply hand them a plan. As one parenting resource advises, “Include them in all family decisions, especially if it’s regarding their development… let them have a say,” which applies to decisions about work and daily life routines as well.

It’s also crucial to set boundaries on assistance. If a young person knows Mom will always jump in to clean up if they forget, they might slack on that chore. Instead, agree on what the support will be. For example: “Dad will help you learn to use the washing machine, but after three sessions, laundry will be 100% your job each Friday.” Or “If you miss the bus, you’ll need to problem-solve another way there – I won’t automatically drive you, unless it’s an emergency.” These boundaries should be communicated kindly and clearly, so the young person understands the safety net and its limits. It can help to phrase it positively: “We agree you’re ready to handle this on your own, and I’ll step in if it’s really needed, but I know you can do it.” This approach aligns with what disability advocates often say: fostering independence is a form of love and protection – you’re building their capacity to survive and thrive without you always by their side.

Support coordinators can facilitate these conversations. At My Support Mate, for example, we often hold joint sessions with the family and the participant to outline who will do what. We document: which tasks the SLES mentor handles, what parents will oversee, and what the participant is responsible for. Everyone signs onto the plan. With roles set, parents often feel relief too – you’re not solely responsible; you have a team now. In fact, partnering with a provider like My Support Mate means you don’t have to figure it all out alone – you have professional allies backing you up. One parent put it this way after we clarified roles: “I can breathe easier knowing the coach is handling the job training, and I can just be the encourager at home.”

In summary, the best outcomes happen when families, SLES providers, and the young person collaborate. Keep communication open, share progress and concerns, but allow each party to do their part. Celebrate it as a team effort. If your child hits a milestone – say they travel independently to their work experience – it’s thanks to their hard work, your support, and the coach’s guidance together. Take a moment to acknowledge that teamwork: “We all made this happen!” This models a positive, collaborative spirit for the young person, showing them that adults can work together respectfully (a great lesson for their own workplace interactions down the line).

Finally, remember you’re not cutting yourself out of the picture – you’re just changing your role. You’re still your child’s greatest champion, just letting others help carry the load. As one resource reassures, by sharing responsibility and stepping back a little, you’re not abandoning your child; you’re empowering them. You remain a vital part of the support network – just no longer the only player. And when you see your young person start to shine on their own terms, you’ll know that this approach is working.

Sample “SLES Week” Routine

What might an actual week in an SLES program look like when focused on routine-building? Below is an example of a balanced SLES weekly schedule. This hypothetical plan is designed for a young person (let’s call him Alex, age 18) who is in a SLES program with My Support Mate. Alex’s interests are cooking and outdoor activities, and he’s working on building independence in daily living, communication, and punctuality. While every SLES plan will be different, this gives a flavour of how various elements can fit together in a week:

• Monday: Morning – Practice morning routine (wake up by 7:00 AM, make bed, 10-minute walk around the block for exercise). Midday – Life skills session with SLES coach focusing on meal planning and budgeting for the week. They plan ingredients for a recipe and set a budget. Afternoon – Go grocery shopping with support worker to buy ingredients (practicing money handling and list-checking in a busy supermarket). Evening – Alex cooks dinner for the family using the groceries (with light supervision), building responsibility and confidence.
• Tuesday: Morning – Independent travel practice. Alex takes the 9:30 AM bus to the local library on his own (coach shadowing from a distance). This practices transport skills and time management – he must catch the bus on time. Midday – At the library, Alex meets his SLES mentor for a one-on-one session on workplace communication. They role-play introducing himself to a coworker and asking for help. Afternoon – Volunteer placement: 2 hours at a community garden (Alex loves outdoors). He has a set task watering plants and logging what he did. This builds a work routine and stamina. Evening – Free time/recovery – after social and physical activity, Alex has the evening to relax (sensory break with calming music, early bedtime).
• Wednesday: Morning – Group SLES Workshop from 10 AM – 2 PM. In a small group of peers, Alex participates in activities like team-building games, practicing interpersonal skills and teamwork. They also have a “travel training challenge” where each student had to come in using public transport. Afternoon – The group goes on an excursion to a café. Each participant orders and pays for their own drink (real-world communication and money practice). Mentors are there but encourage the youths to do as much as possible independently. Evening – Parents and Alex review the progress tracker: they check off that he attended all sessions so far, note he handled the bus well, and celebrate with his favourite dessert as a reward for doing something new this week.
• Thursday: Morning – Work experience day. Alex spends 9 AM – 1 PM at a local bakery (arranged through SLES, since he’s interested in cooking). He assists with simple tasks like packing bread and gets a feel for a work environment. Afternoon – Debrief with his SLES coach about how the morning went – discuss what he learned, what was challenging (it was noisy, so they plan to bring earplugs next time – addressing a sensory need). They also practice how to greet the bakery manager for next time. Evening – Family time. Alex is a bit tired from the work trial, so they have a quiet evening. Before bed, he and Mum set out clothes and a packed lunch for tomorrow, reinforcing organisation habits.
• Friday: Morning – Weekly review meeting at 10 AM with My Support Mate coordinator (could be virtual or in-person). Alex, his mum, and the SLES coach all attend. Alex leads the conversation as much as possible, talking about his week’s achievements and what he wants to work on next. They update his progress tracker together, noting small wins (took the bus alone, volunteered 2h without break, ordered coffee by himself) and identify any issues. Afternoon – Reward activity: since Alex met his goals for the week, the group planned a fun outing – they go bowling, which is both a social outing and a way to practice taking turns and coping with sensory stimuli (the noise of the alley) in a fun setting. Evening – Early night to maintain the sleep routine, as consistency is key. Over the weekend, Alex will have free time but still keep to his general wake-up schedule and do his usual chores, so as not to lose the rhythm.

This sample week balances core skill-building (transport, money, social skills) with interest-based activities (bakery work, gardening, bowling) and also includes rest and review. It shows how SLES can feel engaging and varied while still reinforcing important habits. Each day has structure but also flexibility – if Alex was having a tough time Thursday, the coach might shorten that session and allow more downtime, for instance. A real SLES plan would be tailored to the individual’s stamina and evolving needs.

The “SLES week” should be a living routine – reviewed and adjusted regularly. Maybe after a month, Alex’s team sees he’s doing great with the bus, so they add a new challenge for Tuesday mornings, like going to a farther destination or switching to a train. Or if the Wednesday group outings are overstimulating, perhaps they try a quieter venue. Continuous adjustment ensures the routine remains effective and enjoyable. The routine grows with the young person, always aiming at that end goal: a work-ready, confident individual.

Tracking Progress and Celebrating Small Wins

In a marathon journey like transitioning to employment, motivation is fueled by celebrating small wins. It’s important for the young person (and their family) to see and feel that they are making progress, even if the ultimate goal – like landing a paid job – is still on the horizon. That’s why we strongly encourage using a progress tracker and regular celebrations of milestones in SLES.

A progress tracker can be as simple as a journal or as visual as a chart on the wall. Together with the participant, we define some short-term, achievable goals that lead toward employment. These aren’t all-or-nothing goals like “get a job”; rather, they’re stepping stones such as writing your first resume, applying to three jobs, attending a job skills workshop, or mastering taking the bus alone. For someone earlier in the journey, it could be volunteering once a week for a month or completing a short online course. We write these goals down in the tracker with target dates if appropriate.

Each time a milestone is reached, we mark it and celebrate. The celebration can be tailored to what makes the young person feel proud – it could be a high-five and verbal praise (“I’m so proud you did that!”), letting them choose a special family activity (like movie night or a favourite meal), or even awarding a certificate of achievement for that task. The point is to pause and acknowledge the victory. Remember that for many young people with disability, things others take for granted are huge accomplishments – making a phone call to enquire about a job, or sticking out a two-week work trial, might require tremendous courage. So we make a big deal out of it when it happens: “You called the employer all by yourself – that’s bravery worth celebrating!”

My Support Mate often helps families keep a “success journal” or portfolio of these wins. In it might go photos (e.g. a picture of Alex proudly holding the bread he baked at work experience), certificates from any courses or workshops, and notes of things accomplished (dates of every interview attended, new skills learned, positive feedback received). Over time, this becomes a powerful testament to how far the young person has come. On tough days when motivation dips, flipping through the success journal can boost morale and remind them (and you) of their capabilities. It’s also practically useful: these records can help update resumes or be talking points in future job interviews (“Tell me about a time you accomplished something you’re proud of.” “Well, I completed a volunteer project at the community garden and here’s what I did…”).

Why focus on small wins? Because progress in this journey is often slow or incremental, and if you only celebrate the “big” outcomes like finally getting a paid job, it can feel like nothing’s happening for a long time. Recognising the little achievements keeps everyone’s spirits high and reinforces that the young person is moving forward. As one career resource wisely notes, job searching and skill-building can be emotionally taxing, so “set realistic goals, celebrate small wins… persistence is key.”. We take that advice to heart in SLES. Maybe your child hasn’t found a paid role yet, but they did finish a training module, or they started ironing their own clothes for the first time. Those are meaningful wins. By cheering for those, we nurture a growth mindset – the understanding that improvement happens step by step, and effort leads to progress.

For families, celebrating small wins makes the journey more enjoyable too. Instead of anxiously waiting for a “finish line,” you get to savor the little victories along the way. One parent told us after her son finally spoke up in a group presentation (a huge leap for him), they threw an impromptu pizza party that night. “Celebrate small wins. They grow into big victories,” as one parent said – and we agree. Each skill your young person masters is something no one can take away from them. These become permanent gains upon which bigger successes are built.

So, use those stickers, charts, treats, or whatever motivates your young person. In team meetings, we might literally ring a little bell for a win, or have everyone clap. It may sound cheesy, but confidence is built through feeling valued and proud of one’s efforts. By the time the big milestones roll around – like getting that certificate, or accepting a job offer – the young person will have a whole history of successes behind them, proving to themselves that they can overcome challenges.

Ready to Grow with My Support Mate?

Building a real-life routine that nurtures work readiness, independence, and confidence is a journey of many steps – but you don’t have to do it alone. My Support Mate is here to be your partner in this process. We believe every young person deserves a SLES experience that is practical, engaging, and tailored uniquely to them. Our team can help design a weekly routine around your school leaver’s interests while developing those core employability skills that last a lifetime. We’ll work with you and your family to set up the sleep schedules, travel practice, money skills, communication habits, and responsibilities that make sense for your situation – and we’ll support you in maintaining the right balance of help and independence.

If you’re excited to see your teenager grow into a work-ready young adult with habits that will serve them well beyond the first job, reach out to My Support Mate today. Our compassionate support coordinators and SLES coaches are ready to answer your questions, collaborate on a customised plan, and celebrate every small win with you. Contact us for more information and assistance – whether it’s to learn about SLES eligibility, get help including SLES in an NDIS plan, or to start crafting a routine that fits real life. Together, let’s build the foundation for your young person’s brighter future, one week at a time. Your mate in support is here and ready to help make this journey rewarding for both you and your budding worker.