School leaver employment supports (SLES) are one of the most valuable and underused pathways in the NDIS for young people with disability. Many families only find out about SLES after their young person has already left school, missing the window to get funding in place in time. This guide explains what school leaver employment supports are, who is eligible, how annual funding works, what it covers, and how to get it into an NDIS plan before it is too late. Families in Melbourne’s west can also talk to our employment programs team.
What Are School Leaver Employment Supports?
School Leaver Employment Supports, abbreviated as SLES, are NDIS-funded Capacity Building supports specifically designed to help young people with disability move from secondary school into meaningful employment. SLES is not about placing someone directly into a job. It is about building the skills, confidence, and real-world experience needed to reach a point where employment becomes achievable.
SLES sits within Support Category 10 of the NDIS plan: Finding and Keeping a Job. It is funded through a single line item, 10_021_0102_5_3, and operates as an annual block payment rather than an hourly rate. This is a significant structural difference from most other NDIS supports, and it matters when families are planning how to use the funding.
The recognition behind SLES is clear. Moving from school to the workforce is a significant step for any young person. For a young person with a disability, that step often requires structured, personalised support over an extended period. SLES funds that support period explicitly.
Why SLES Matters: The Employment Gap for Young People With Disability
Employment rates for people with disability in Australia remain significantly lower than for the general population. Young people face particular challenges during the school-to-work transition, a period when most people build early work habits, discover what suits them, and learn through trial and error. For young people with disability, this trial-and-error period often requires more structured support than they receive through standard education channels.
SLES exists because early intervention at this transition point produces better long-term outcomes. Research consistently shows that young people who receive structured employment preparation support at the right time are more likely to enter and sustain open employment later. SLES is the NDIS mechanism for delivering that support. It is a dedicated, funded pathway.
Who Is Eligible for School Leaver Employment Supports?
SLES eligibility is specific. Meeting all of the following conditions is required before SLES can be included in an NDIS plan.
Age and School Status
The participant must be in their final year of school, or have left school within the past two years. The typical age range is 15 to 22, though some variation applies depending on individual circumstances and state. SLES can begin while a participant is still at school, typically from Year 11 or Year 12. Starting early is strongly recommended so funding is in place before the school year ends.
Completing Year 12 is not a strict requirement. Young people who left school early because of their disability may still be eligible, provided they meet the age criteria and their NDIS plan includes the relevant funding category.
NDIS Participant With Employment Goals
The participant must hold an approved and active NDIS plan. Critically, that plan must include goals related to employment, work preparation, or building employability skills. SLES cannot be funded without employment-related goals in the plan. If goals are vague or absent, the NDIA has grounds to decline the request. Goals such as “build work skills and gain work experience toward paid employment” are far more effective than general goals about independence or participation.
Not Yet Ready for Open Employment
SLES is designed for young people who want to work but are not yet ready to job-search and apply for positions independently. If a young person can already work 8 or more hours per week without significant support, the NDIA will typically direct them to Disability Employment Services (DES) rather than SLES. SLES fills the preparation gap that exists before someone is ready for DES.
What Does SLES Funding Cover?
SLES supports must be clearly linked to employment-related goals in the participant’s plan. Within that framework, SLES can fund a wide range of preparation activities.
Workplace Skills and Routines
Understanding how a workplace operates is a foundational skill that many young people with disability need to develop explicitly. SLES can fund coaching on workplace routines: arriving on time, communicating with supervisors, understanding workplace expectations across different industries, and managing unexpected situations. These are skills that many young people learn informally; for those with disability, explicit coaching is often what makes employment viable.
Communication and Social Skills for Work Settings
Social communication in a workplace differs from social communication in school or community settings. SLES can cover structured practice in work-specific communication: professional language, responding to feedback, working in teams, and navigating workplace relationships. For autistic participants or those with social communication needs, this is often the most critical preparation component.
Resume Writing, Interview Practice, and Job Applications
Practical job-seeking skills are a core component of most SLES programs. Participants build resumes, practise interview responses, learn how to discuss their disability in work settings, and understand how to research and apply for jobs that suit their strengths. Knowing how to present oneself professionally is a skill that requires deliberate practice for many young people.
Travel Training
For many young people with disability, learning to travel independently to and from a workplace is the most significant barrier to employment. SLES can fund structured travel training: learning a public transport route, practising with a support worker, building familiarity, and developing strategies for disruptions. Independent travel transforms employment options. Independent travel transforms employment options.
Work Experience Placements
Many SLES providers arrange supervised work experience placements in real businesses. These are short-term, structured visits where the participant tries a work environment with support. Placements help participants identify what suits their skills. They give employers experience with supported employment. They also provide genuine workplace experience to reference in future job applications.
Digital Literacy and Money Management
Basic digital skills (using email, navigating workplace software, operating a point-of-sale system) and money management skills (understanding payslips, managing wages, budgeting) are often embedded in SLES programs. These life-adjacent skills directly support both employment readiness and general independence.
How SLES Funding Works: The Annual Block Payment
SLES does not work like most NDIS supports. Rather than an hourly rate claimed against individual sessions, SLES is funded as an annual block payment. The NDIA allocates approximately $22,000 per year, and the participant and their chosen SLES provider negotiate a service agreement that determines how that funding is used across the year.
Because SLES is not price-controlled, there is no mandated hourly rate that providers must charge. Providers set their own fee structures within the total block amount. This means the volume of support hours a participant receives depends on the provider’s rates and the agreed service mix.
SLES is available for up to two years, providing a total of approximately $44,000 over the full program period. Funding is drawn down through the plan manager (or directly by the NDIA for agency-managed participants) as the provider delivers services and invoices against the service agreement.
Changes introduced in 2024 altered how providers can access the annual block payment. Providers are required to follow the current NDIA interim policy on SLES claiming. If you are a participant or family seeking clarity on this, your plan manager or support coordinator can confirm the current rules.
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Make an NDIS Referral Or call 03 7018 8666SLES vs DES: What Is the Difference and Why Does It Matter?
SLES and Disability Employment Services (DES) are the two main employment pathways for people with disability in Australia. They are designed to work in sequence, not as alternatives. Confusing them or accessing them at the wrong time is one of the most common mistakes families make.
| Feature | SLES | DES |
|---|---|---|
| Funding source | NDIS (Capacity Building) | Federal Government |
| Who can access | NDIS participants, school leavers | Any person with disability |
| Age range | Typically 15 to 22 | No age limit |
| Focus | Building pre-employment skills | Active job search and placement |
| Work readiness required | Not yet ready for open employment | Ready to work 8+ hours per week |
| Duration | Up to 2 years | Ongoing |
The intended pathway is: SLES first, then DES. A school leaver builds foundational skills and confidence through SLES over one to two years. Once they are ready to actively search for and apply for jobs, they transition to DES where an employment consultant helps them find and sustain open employment. Many SLES providers actively coordinate the transition to DES and may remain involved for the first few months to ensure continuity.
Is SLES Being Replaced? What Families Need to Know
SLES is currently being transitioned to a new model called Employment Assistance. From 1 July 2024, Employment Assistance was introduced as a more outcome-focused approach. Where SLES focused on extended skill-building, Employment Assistance shifts emphasis toward getting participants into actual work and keeping them there.
The full transition is expected to be complete by 30 June 2027. Current SLES participants are not immediately affected. New plans created from mid-2026 onward may include Employment Assistance rather than SLES, depending on the individual’s circumstances and the progress of the NDIS reforms.
If you are unsure whether your young person’s plan has SLES or Employment Assistance, ask your support coordinator or LAC to clarify. The practical content of the support (building work skills, gaining experience, preparing for employment) remains broadly similar under both models. For questions to ask and steps to take before the change, read School Leaver Employment Support: what’s changing and how to plan ahead.
How to Get School Leaver Employment Supports Into an NDIS Plan
SLES is not automatically included in NDIS plans. Families must actively request it and provide the evidence that justifies it as a reasonable and necessary support. Here are the steps that lead to a successful SLES funding request.
Step 1: Raise It Early in Year 11 or Year 12
The most common mistake is raising SLES too late. By the time a student finishes school, the planning process for SLES should already be underway. Contact the NDIA, a Local Area Coordinator, or a support coordinator in Year 11 or early Year 12 to begin the conversation. SLES funding can be activated before the student officially leaves school, and starting early means there is no gap between school finishing and support beginning.
Step 2: Include Employment-Related Goals in the Plan
No SLES without employment goals. Work with the support coordinator or LAC to draft specific, measurable goals related to employment. Examples include “build work readiness skills toward open employment” or “gain supervised work experience in retail or hospitality.” Specificity matters. Vague goals about general independence are insufficient. Vague goals about general independence are insufficient.
Step 3: Gather Supporting Evidence
Evidence significantly strengthens a SLES funding request. Useful evidence includes a school transition plan and a letter from the principal or guidance counsellor describing employment interests and support needs. Reports from occupational therapists linking the disability to the need for supported employment preparation also carry significant weight. An occupational therapy assessment can provide the kind of report needed to support an NDIS employment-related funding request.
Step 4: Choose a Provider Before the Plan Review
Identifying a suitable SLES provider before the plan review helps demonstrate that the funding will be used purposefully. Some families visit providers during Year 12, see the programs on offer, and come to the planning meeting with a preferred provider in mind. This level of preparation shows the NDIA that the request is well-considered and ready to action.
What to Do If SLES Is Declined
If a SLES request is declined, the decision can be challenged. Request an internal review within 3 months of the decision. Strengthen the evidence: add a more detailed OT assessment, a more specific school transition plan, or a clearer statement of the employment-related goals. A support coordinator who understands the NDIS employment landscape can help frame the review request effectively. For more on how to challenge plan decisions, see our guide to NDIS Australia.
Common Mistakes Families Make With SLES
Several avoidable errors consistently lead to SLES funding being missed, underused, or lost.
- Waiting until Year 12 is finished: SLES can begin while a student is still at school. Waiting until after graduation delays the start of support by 6 to 12 months, a significant portion of the 2-year SLES window.
- Not including employment goals: Plans without explicit employment goals cannot support a SLES request. Review the goals in the current plan before the next planning meeting and add employment-related goals proactively.
- Confusing SLES with DES: Referring a young person who is not yet work-ready directly to DES, bypassing SLES, sets them up for an unsuccessful DES experience. The pathway is SLES first, then DES.
- Choosing a provider without visiting first: SLES providers vary significantly in their programs, industry connections, and approach. Visit at least two providers, ask about their work experience placements, and ensure the program suits the young person’s interests and disability type before committing.
- Not planning the post-SLES transition: The two-year SLES period ends quickly. DES registration and transition planning should begin at least six months before SLES funding is expected to run out.
Why Choose Tenax Supports for Employment and NDIS Support in Melbourne
Supporting a young person through the SLES pathway takes persistence. The process spans securing funding, finding the right provider, building the evidence base for plan reviews, and coordinating the transition into DES or open employment. Tenax Supports is a Melbourne-based registered NDIS provider, and we bring that persistence to every young person’s employment journey.
Our Community Access service supports young people with disability to build confidence, social skills, and community connections that complement their SLES goals. We work with young people whose barriers to employment include disrupted education, housing instability, disability-related challenges, or a lack of exposure to community and workplace environments. For young people in the SLES period, this service can provide valuable community-based experience alongside structured employment preparation.
Our Support Coordination service helps young NDIS participants and their families navigate the SLES pathway: identifying SLES-registered providers in Melbourne, ensuring plans include the right employment goals, preparing evidence for planning meetings, and coordinating the post-SLES transition to DES. A support coordinator who understands the SLES landscape saves families from the most common mistakes.
For the most complex situations — young people navigating SLES alongside housing instability, mental health, child protection, or other intersecting systems — our Support Coordination team provides the more intensive coordination these situations require, going beyond simply matching a participant to a provider.
For related reading, see our guides to NDIS disability support services, NDIS behaviour support, and NDIS transport.
Tenax Supports is a registered NDIS provider based in Victoria, committed to providing quality, person-centred support to young people and their families.
For current information on Tenax Supports’ NDIS registration, search the NDIS Commission Provider Register at ndiscommission.gov.au.
Contact Tenax Supports at tenaxsupports.com.au/contact or call 03 7018 8666. Referrals can be submitted at tenaxsupports.com.au/referrals.
Frequently Asked Questions About School Leaver Employment Supports
SLES are NDIS Capacity Building supports under Category 10 (Finding and Keeping a Job), line item 10_021_0102_5_3. They help young people with disability aged 15-22 transition from school to employment through skill-building, work experience, travel training, and confidence development. Funded as an annual block payment of approximately $22,000 per year for up to two years. Not a job placement service — a preparation program.
NDIS participant with approved plan; in final year of school or left within past two years; typically aged 15-22; employment-related goals in the plan; not yet ready for open employment. Those ready to work 8+ hours per week independently go to DES instead. Completing Year 12 is not required. Young people who left school early due to disability may still qualify if they meet age and plan criteria.
How much SLES funding does the NDIS provide?
Approximately $22,000 per year as an annual block payment, for up to 2 years (approximately $44,000 total). SLES is not price-controlled — providers and participants negotiate how the funding is used. Claimed under line item 10_021_0102_5_3 in the Capacity Building budget. The exact amount may vary based on individual need and the NDIA’s assessment.
What is the difference between SLES and DES?
SLES is NDIS-funded pre-employment preparation for young people not yet ready for open employment (ages 15-22, school leavers). DES is federally funded and supports people ready to actively job-search and work 8+ hours per week, with no age limit. SLES comes first: participants build skills, then transition to DES for active job placement. They work in sequence, not as alternatives.
Workplace skills and routines, communication for work, resume writing and interview preparation, travel training, supervised work experience placements, money management, digital literacy, and confidence building. SLES does not pay wages, guarantee a job, or replace open employment programs. All funded activities must link to employment-related goals in the NDIS plan.
How do I get SLES included in an NDIS plan?
Raise it in Year 11 or early Year 12 — do not wait until after graduation. Include employment-related goals in the plan. Provide evidence: school transition plan, teacher/guidance counsellor letter, OT report linking disability to employment support needs. Ask your support coordinator or LAC to help frame the request. If declined, request an internal review within 3 months with stronger evidence.
Is SLES being replaced?
Yes. SLES is transitioning to Employment Assistance by 30 June 2027. Employment Assistance was introduced from 1 July 2024 with a more outcome-focused model emphasising getting participants into actual employment. Current SLES participants are not immediately affected. New plans from mid-2026 may include Employment Assistance instead of SLES. Ask your support coordinator or LAC which pathway applies to your plan.