Pathways to Success
Empowering Young Disabled People into Meaningful Careers
ASHLEY RYAN
2020 CHURCHILL FELLOW
For young disabled people, a successful transition from school is not just important — it is transformative. Effective transitions ensures every young disabled person, regardless of need, background, or ambition, is equipped with the knowledge, support and opportunity to realise their potential as they move into adulthood. This is not only about fairness. It’s about unlocking talent for individuals and society alike.
This guidance, and its four recommendations, is a practical resource designed for policy makers and educational practitioners to support and assist disabled children and young people to consider future career plans and make the transition from school to employment.
This guidance is developed as a result of the Churchill Fellowship carried out by Ashley Ryan, Director of Enable Works and supported by The Mercers’ Company. This fellowship was conducted in the USA and Canada and reviewed examples of best practice across both countries on the transition of disabled children and young people, with particular focus on young people who have a learning disability.
As a result of the Fellowship and its findings this guidance makes the following recommendations:
• Building an aspiration for work requires earlier intervention and planning for the future
• Support should be individualised and tailored to each young person; one-sized careers guidance does not fit all particularly for those groups most at risk - including those with a learning disability or neurodiversity
• Collaboration is critical to success and should include stakeholders from national and local government agencies and experienced and qualified organisations
• Work-based learning consistently proves itself to be the best precursor to employment outcomes post-school and should be included in a more consistent way for young disabled people
About the Fellow
Ashley leads one of the largest and most successful specialist employment support teams in Scotland. Her team supports more than 7,000 people who have disabilities or barriers to work to develop employment skills. Ashley and her team have achieved positive results for people facing some of the most challenging barriers to employment, securing three jobs for the cost of every 1.5 jobs achieved by traditional supported employment programmes.
Ashley is also a member of the Board of Trustees for Young Scot. Young Scot is the national youth information and citizenship charity for Scotland, providing young people aged 11–26 with information, opportunities, and rewards to help them make informed decisions and improve their lives.
Young Disabled People and Education: Support Needs across the UK
Young disabled people will often require additional, or more tailored support, to ensure they can participate fully in school life. Each nation in the UK has a legal and defined policy framework aimed at removing barriers to learning for disabled children and young people, ensuring their inclusion and human rights are upheld.
Scotland
In Scotland, the Education (Additional Support for Learning) (Scotland) Act 2004 (as amended in 2009) defines additional support needs (ASN) as circumstances requiring a child or young person to have support that goes beyond what is typically provided. For young disabled people, this includes:
• Adaptations to accommodate physical disabilities or sensory impairments
• Specialist interventions for neurodiverse individuals, such as those with autistic spectrum conditions (ASC), ADHD, or dyslexia
• Support for managing chronic health conditions such as cancer or ME
Young disabled people may have Co-ordinated Support Plans (CSPs) if their needs require significant, multi-agency collaboration. Scotland’s focus is on enabling all children, including those with disabilities, to thrive in mainstream education wherever possible, underpinned by the presumption of mainstreaming.
England
In England, the framework for supporting disabled young people falls under the Special Educational Needs and Disabilities (SEND) system, established by the Children and Families Act 2014. The system emphasises:
• Education, Health, and Care Plans (EHCPs) for young people with significant or longterm needs. These plans provide a holistic assessment, covering educational, health, and social care.
• The Equality Act 2010, which enforces a duty on schools and local authorities to make reasonable adjustments to ensure disabled students are not disadvantaged
• It also includes specific provisions for assistive technology, accessible classrooms, and individualised learning plans
The SEND framework focuses on inclusion while ensuring young disabled people receive the necessary resources and adjustments to achieve their academic potential.
Wales
Wales recently redefined its approach through the Additional Learning Needs (ALN) and Education Tribunal (Wales) Act 2018, replacing the term “special educational needs” with additional learning needs. This inclusive framework ensures disabled young people:
• Have their needs assessed and documented in Individual Development Plans (IDPs), which can span education, health, and social care
• Benefit from a person-centred planning approach, ensuring their voices are central to decision-making
• Are supported in mainstream schools, where reasonable adjustments and specialist support are provided
Wales’ ALN framework aligns with the UN Convention on the Rights of Persons with Disabilities (UNCRPD) by prioritising equitable access to education.
Northern Ireland
In Northern Ireland, support for young disabled people is governed by the Special Educational Needs (SEN) framework, based on the Education (Northern Ireland) Order 1996 and updated by the Special Educational Needs and Disability Act (Northern Ireland) 2016.
Key features include:
• A strong focus on formal assessment to identify the needs of disabled young people
• Implementation of statutory support plans, ensuring targeted interventions
• The Disability Discrimination Act 1995 (as amended), which mandates reasonable adjustments in schools to ensure accessibility
Northern Ireland continues to emphasise inclusion and the removal of barriers, with tailored support plans to meet individual needs.
Common Themes Across the UK
While legislation and terminology differ, there are shared principles in supporting young disabled people across the UK:
• Reasonable Adjustments: All nations require educational establishments to make reasonable adjustments under the Equality Act 2010 (or equivalent provisions in Northern Ireland)
• Inclusion in Mainstream Education: A presumption of mainstreaming exists across the UK, encouraging disabled young people to attend local schools with appropriate support
• Holistic and Person-Centred Planning: Frameworks emphasise collaboration across education, health, and social care to meet the needs of disabled learners effectively
• Empowerment and Human Rights: Policies reflect a commitment to the UNCRPD, ensuring young disabled people have equitable access to education and opportunities to succeed
Current UK context
A statistical release from the Scottish Government in 2024 reported that the number of pupils with additional support needs in publicly funded primary, secondary, and special schools in Scotland has reached over 259,000, which represents approximately 37% of the total pupil population.
This total figure has more than doubled since 2012, when the figure was 118,034 —a 119% increase. The figure breaks down as:
In Wales, figures from 2023 show that approximately 23% of pupils have additional learning needs (ALN), equating to around 105,000 pupils. Of these, an estimated 15,000 have a learning disability.
In Northern Ireland, around 20% of school-age children have been identified as having SEN, with nearly 6% requiring a Statement of Special Educational Needs. This includes approximately 30,000 children with learning disabilities.
With more than a third of pupils in Scotland and nearly a fifth in England identified as having additional support needs, it is imperative these young people, alongside their peers, have every opportunity to explore options and reach their potential as they transition from school into the world of work.
For young disabled people, transitioning from school into adulthood is a critical point in their lives that unfortunately, even today, is often fraught with barriers to success compared to their peers. Despite progress in education and support services, significant disparities remain in educational attainment, employment outcomes, and economic inclusion for young disabled people.
It is estimated that around 52,000 pupils (20% of those with ASN) have a learning disability, highlighting the increasing need for specialised support within educational settings.
In England, data from January 2024 indicates that 1,673,205 pupils have special educational needs (SEN), accounting for 18.4% of the total pupil population. This marks an increase from 17.3% in 2023. Of these pupils, 434,354 have an Education, Health, and Care (EHC) plan, constituting 4.8% of the total pupil population, up from 4.3% in 2023. The number of pupils with learning disabilities in England is estimated to be around 351,000, representing 3.9% of the total pupil population.
Transitions and careers support for young disabled people in the UK often come into focus only in the final years of secondary education, typically around ages 16 to 18. However, the complex and often unique challenges faced by these young people mean they require more time, tailored support, and careful planning to navigate this critical life stage successfully.
1 IN 3 PUPILS IN SCOTLAND
1 IN 5 PUPILS IN ENGLAND
Late intervention leaves them with fewer opportunities to explore their career options, develop the necessary skills, and access appropriate support services that can help them achieve their goals. The absence of comprehensive, ongoing preparation can result in feelings of uncertainty and anxiety, making it harder for them to make informed decisions about their future. Furthermore, the additional time and effort required to identify and secure accessible opportunities—whether in further education, training, or employment—are often underestimated, placing young disabled people at a distinct disadvantage compared to their peers. Without sufficient planning and individualised support in place well before they leave school, many risk facing a fragmented and overwhelming transition experience that hinders their potential and long- term success.
Careers support for young disabled people has evolved significantly in the last decade and now encompass a range of services, from better careers advice and guidance, to supporting access to further education, training, and employment.
However, provision consistently still falls short of meeting the unique needs of this group leaving them at a significant disadvantage which has wideranging, long-term implications for their future.
For instance, leaver statistics published by Scottish Government (2024) show that in Scotland, while 89% of disabled school leavers enter positive destinations—such as employment, further education, or training—this is still lower than the 95% observed for non-disabled peers.
For young people with a learning disability the gap is in fact widening year-on-year. Similarly, disabled individuals are disproportionately more likely to have low or no qualifications at SCQF Level 4, limiting their prospects for higher education and competitive employment.
DISABLED SCHOOL LEAVERS
Across the UK, disabled individuals encounter significant barriers to employment, as reflected in the disability employment gap of 29%. Furthermore, the disability pay gap of 17.2% highlights that when disabled people do secure jobs, they are often in lower-paid roles or under-represented in senior positions within organisations. These factors contribute to the strong link between disability and higher rates of poverty.
The UK also faces significant challenges due to limited research and data availability, along with a postcode lottery of support that fails to address the employment aspirations of disabled young people. As a result, many are left without the tools to successfully transition into meaningful careers.
school to work
The barriers faced by young disabled people in transitioning from education to employment are many:
Educational Attainment and Accessibility Gaps: Disabled students often face barriers to achieving the same educational qualifications as non-disabled peers, limiting access to further education and employment opportunities. In England only 30% of young disabled people achieved a grade 5 or above in both GCSE English and Maths, compared to 57% of their non- disabled peers.
This attainment gap has widened in recent years, reaching its largest point since the 2011-2012 academic year.
13.3% of disabled people had no formal qualifications at all, compared to just 4.6% of non-disabled individuals.
Inadequate Support Systems in Schools: Support staff shortages and inconsistent access to careers guidance and transition planning were exacerbated by the pandemic. Good high quality careers support and guidance is not the job of schools alone and high-quality support should be provided in addition to this. According to the 2021 Audit Scotland Report, only 54% of young disabled people felt adequately supported by their schools in preparing for life beyond the classroom (audit.scot). A 2020 National Audit Office report highlighted that only 36% of disabled students in England felt they received sufficient support for their career planning.
INADEQUATE SUPPORT
FOR LIFE BEYOND THE CLASSROOM OF YOUNG DISABLED PEOPLE FELT THEIR SCHOOL PROVIDED
Parental Influence and Advocacy: The challenge of navigating often complex transition services often falls heavily on parents or caregivers, who may lack knowledge of available support systems. A study by Education Scotland found that parents of young disabled people often feel overwhelmed and undersupported during transition planning (education. gov.scot).
A 2022 survey by Contact UK found that 70% of parents of disabled children across the UK felt they were being left to navigate post-school transitions with minimal support (Contact UK, 2022).
Mental Health and Wellbeing Challenges:
Transition periods often coincide with heightened stress, anxiety, and uncertainty for young people and their families. School is often the most consistent part of a young person’s life, a place where they feel safe, and it can be difficult to consider leaving that behind.
Young disabled people are also disproportionately affected by mental health challenges. Public Health Scotland reported a 30% rise in anxiety and depression among young disabled individuals during transitions to post-school destinations (publichealthscotland.scot). Across the UK, a survey by Mind UK (2016) found disabled individuals are twice as likely to experience mental health challenges when transitioning to employment compared to their non-disabled peers.
WHEN TRANSITIONING TO EMPLOYMENT DISABLED
INDIVIDUALS
2
x MORE LIKELY
TO EXPERIENCE MENTAL HEALTH CHALLENGES COMPARED TO THEIR NON-DISABLED PEERS.
Social Barriers and Isolation: Young disabled people frequently experience stigma and a lack of peer understanding, which impacts confidence and limits aspirations. A 2022 report by Enable revealed that 60% of young disabled people worried about “fitting in” at college or in the workplace (Enable). Scope UK found that 55% of young disabled people in England reported social isolation as a significant barrier to employment (Scope UK, 2022).
Post-COVID 19 context: The pandemic intensified these challenges, with disruptions in routine, reduced access to specialist services, and increased reliance on virtual learning environments, which were not always accessible. Many young people reported a loss of confidence in their ability to transition successfully (cypcs.org.uk). The Children and Young People’s Commissioner Scotland (2021) reported significant disruption to support services post-pandemic.
The British Association for Supported Employment (2021) found 63% of young disabled people across the UK felt the pandemic negatively impacted their employment prospects.
Transport and Mobility Issues: Inaccessible public transport systems are a major obstacle for disabled individuals pursuing education or employment post-school.
The Joseph Rowntree Foundation (jrf.org.uk) found 65% of disabled people in Scotland reported transport as a primary barrier to accessing opportunities. The Equality and Human Rights Commission (2021) reported that 58% of young disabled people across the UK identified transport issues as a significant barrier to work.
In October 2024, the House of Lords Public Services Committee published the report “Think Work First: The Transition from Education to Work for Young Disabled People”, highlighting the persistent challenges faced by young disabled individuals in securing employment. The report revealed that the disability employment gap has remained around 30% over the past decade, indicating that young disabled people continue to encounter significant barriers during their transition from education to the workforce. Key issues identified include inadequate careers guidance, low expectations within educational settings, and insufficient tailored support services.
To address these challenges, the Committee recommended several measures aimed at improving employment outcomes for young disabled people. These include implementing vocational profiling as a standard component of careers guidance in schools to identify aspirations early and provide appropriate support; increasing the availability of supported internships and accessible apprenticeships.
Also, ensuring that employment services such as Jobcentre Plus offer personalised assistance tailored to the unique needs of young disabled job seekers. The report emphasises the necessity for a cohesive strategy that pulls in collaboration between educational institutions, employers, and public services for an inclusive environment where young disabled people can thrive in their future careers.
The Economic Case for Improving Transitions
Helping young disabled people transition into the workforce isn’t just the right thing to do—it makes financial sense too. Increasing their employment rates can bring major economic benefits, such as:
Reduction in Dependency on Benefits
• The average annual cost of Employment and Support Allowance (ESA) for a single claimant is approximately £5,280 (Department for Work and Pensions, 2023)
• If 10,000 young disabled people enter employment instead of relying on long-term benefits, that is a potential saving of £1.056 billion (DWP, 2023) over 20 years
• Additional savings arise from areas such as reduced housing benefit and personal support services
POTENTIAL SAVING OF £1.056 BILLION OVER 20 YEARS
£80.8 MILLION
COULD BE SAVED AND RAISED IN TAX REVENUE IF 10,000 YOUNG DISABLED PEOPLE ENTERED FULL-TIME EMPLOYMENT
Increased Employment and Economic Contributions
• Early and effective career planning can increase employment rates among disabled individuals by 15-20% (OECD, 2022)
• For every disabled individual moving into fulltime work, the government gains £3,000 in tax and National Insurance contributions and saves £5,280 in benefit payments per annum (DWP, 2023)
• A shift of 10,000 young disabled people into full-time work would result in £80.8 million in annual savings and tax revenues
HIRING DISABLED INDIVIDUALS TO FILL SKILLS GAPS CAN SAVE EMPLOYERS
£4,000 PER PERSON
IN POTENTIAL ANNUAL SAVINGS
(CBI, 2022)
Cost Avoidance in Social and Health Services
• Stable employment has been proven to reduce the need for mental health support (on average
• £1,200 annually per individual) and social care costs (averaging £15,000 per year for intensive personal care; Local Government Association, 2023)
• Early career intervention programs have consistently achieved up to 25% reductions in these costs
Employer Benefits and Reduced Skill Gaps
• Businesses with inclusive workforces better serve diverse markets, expanding economic opportunities
• Diverse teams enhance creativity, problemsolving, and employee retention
• Employers save £4,000 per hire by filling skill gaps with disabled individuals, leading to potential savings of £20 million annually (CBI, 2022)
INCLUSIVE HIRING PAYS OFF: CLOSING SKILLS GAPS WITH DISABLED EMPLOYEES COULD SAVE UK EMPLOYERS
£20 MILLION A YEAR
(CBI, 2022)
Closing the Disability Employment Gap
• The disability employment gap, which is the difference in employment rates between disabled and non-disabled individuals— currently stands at 29% (ONS, 2023)
• Without intervention, incapacity and disability benefit spending may rise from £64.7 billion to £100.7 billion by 2029-30 (DWP, 2023)
• Halving the gap could contribute an additional £17 billion annually to the UK economy
• Increasing the disability employment rate by 5 percentage points could add £23 billion to GDP by 2030
A 5% RISE IN THE DISABILITY EMPLOYMENT RATE COULD
BOOST UK GDP BY
£23 BILLION BY 2030
The Power of the Purple Pound
• The spending power of disabled individuals and their households is estimated at £274 billion annually (Purple, 2023)
• UK businesses lose £2 billion per month by failing to meet the needs of disabled consumers
• Investing in employment support for disabled individuals not only improves their financial independence but also enhances their purchasing power, stimulating broader economic growth
Economic Costs of Youth Unemployment
• In 2022, youth unemployment cost the UK economy £6.9 billion, with fiscal costs reaching £2.9 billion (UK Government, 2023)
• Long-term effects, including reduced lifetime earnings, amount to £14.4 billion for the 2021 labour market cohort
• Addressing youth unemployment is crucial to mitigating these economic burdens
Return on Investment in Careers Support
• High-quality early career intervention programs cost approximately £2,500 per participant annually (UK Government, 2023)
• Tailored guidance and skills development reduce welfare reliance and boost tax revenues, generating a societal return of £7 for every £1 invested
• Based on this, a £25 million annual investment could yield a 300% return over 20 years
International Examples
• The “Transition to Work” program in the U.S. found that for every $1 invested in early transition planning saved $5 in future benefit dependency and service costs
• Australia: National Disability Insurance Scheme (NDIS) data highlights that participants with early career interventions are 50% less likely to need intensive lifelong support
• Countries like Germany, which prioritise career support, experience lower unemployment and higher workforce participation
Research consistently shows that closing the employment gap for disabled people would add billions of pounds to the UK economy every year. Furthermore, targeted investments in careers support can offset initial costs by reducing long-term expenditures associated with unemployment and underemployment among disabled populations.
To unlock the potential of young disabled people in the UK, a concerted effort is needed to enhance careers support and address the systemic barriers hindering their transitions into work. Such efforts will not only improve individual outcomes but have the potential to deliver substantial economic returns.
By investing in tailored interventions and inclusive policies, we can ensure that all young people have the opportunity to contribute meaningfully to society and the economy.
Recommendation One
When should you start talking to disabled children and young people about careers and the types of job they want when they grow up?
Career discussion and planning should start as early as possible and continue to at least age 25, with young disabled people; and parents having access to all information that they need as early as possible.
Aspiration for work should not be built in the senior phase of high school and parents and children must be supported to see employment as a viable option for them post-school.
In 2018, UK charity Education and Employers published research that included the views of education practitioners on when the world of work should be introduced to children and young people. The findings revealed that 47% of respondents believed children should learn about the world of work from the age of five years and under, with a further 21% of respondents feel it should be introduced between ages five and seven – this reflects the guidance from Developing the Young Workforce in Scotland. Their publication ‘Career Education Standard (3-18)’, initially published in 2015, advocates that the journey of preparing children and young people for the world of work starts in early years education, continuing throughout a young person’s education, with the requirement of appropriate support and guidance as they progress.
The focus for disabled children through primary school should not be on careers advice, but on career-related learning –broadening horizons and raising aspirations whilst giving children a wide range of experiences of the world including the world of work. It is about opening doors, showing children, the vast range of possibilities open to them and helping to keep their options open for as long as possible. There is a range of attributes, skills, and behaviours that can be encouraged in this early stage of a child’s life that will leave them in the best possible position as they begin their transitions to secondary education and into adulthood.
Parents
Parents of disabled children play a pivotal role in shaping their aspirations and career paths, which makes it essential to engage them in the careers process as early as possible. When a child is diagnosed with a disability, the experience is often marked by an overwhelming focus on limitations rather than possibilities, leaving many parents feeling disheartened and unsure of their child’s future prospects.
By proactively involving parents in career planning, practitioners can help shift the narrative from what a child cannot do to highlighting their strengths, abilities, and potential. This positive reframing empowers parents, fostering hope and confidence in their child's ability to achieve fulfilling employment and independence.
It is not ok that young disabled people are missing out on vital opportunities to access the world of work and build aspirations because their support needs cannot be met.
It is vitally important that disabled children and young people are included in all career-related learning, providing them the same experiences as their mainstream peers and allowing them to identify and build their skills alongside their friends.
In order to facilitate this, it is important that all education practitioners – teachers, pupil support assistants (PSAs) and teaching assistants – liaise with and work closely with each other to ensure they understand what the plans are for class activities, and pupils are properly supported. It is not ok that young disabled people are missing out on vital opportunities to access the world of work and build aspirations because their support needs cannot be met.
Early engagement also ensures that parents are equipped with the right information and support to advocate for their child effectively. As the primary decision-makers during a child’s formative years, parents need access to tailored advice, inclusive opportunities, and an understanding of workplace accommodations to make informed choices about education and career pathways.
Without this support, parents often feel isolated and uninformed about the options available, perpetuating feelings of negativity and missed potential. By embedding parents in the careers process from an early stage, educators and employers can create a collaborative approach that builds resilience, ambition, and a focus on what young disabled people can achieve in their careers.
Recommendation in practice: USA and Canada
Early Career Transition Focus Under IDEA
The Individuals with Disabilities Education Act is a federal law in the United States that ensures disabled children have access to free and appropriate public education tailored to their individual needs. A significant component of IDEA is its focus on transition services, designed to prepare disabled students for life after school, including employment, further education, and independent living.
While transition planning is required by law to start no later than age 16, many states mandate that these services begin earlier, at age 14 or younger. These services aim to:
Promote Career Awareness: Early exposure to different career options helps students understand the skills needed for various jobs, explore interests, and set long-term goals.
Build Pre-Vocational Skills: Students develop foundational skills like teamwork, problemsolving, and time management through handson activities or workshops.
Engage Families: Parents play a critical role in supporting their children’s transition. Schools often host events, information sessions, and resources to ensure families are informed and involved.
Collaborate with Community Partners: Schools may partner with local businesses, vocational rehabilitation services, and non-profits to provide real-world exploration opportunities.
Implementation in Schools
Some school districts have expanded on IDEA’s foundation by initiating career exploration activities in elementary school which is for children aged 5-12. These programmes include:
Career Days: Professionals from various fields visit schools to discuss their work and the skills required.
Workplace Tours: Children visit businesses or industries to see work environments and learn about daily operations.
Simulation Activities: Events allow students to try specific job tasks in a controlled setting, such as operating simple tools or engaging in role-playing scenarios.
Parent-Child Career Workshops: Sessions that include both students and parents, providing guidance on how to discuss and plan for career aspirations together.
Spotlight: Ohio Career Connections Framework
The Ohio Career Connections framework is an initiative designed to integrate career awareness and the exploration of the world of work formally into the education system, starting from age 5. This framework is now part of Ohio’s broader efforts in preparing children and young people for a successful future post school. It supports students, in particular disabled students to understand how their interests and skills might align with potential career opportunities.
Key features for children:
Exploring your strengths and interests: guiding activities which identify each child’s interests and strengths they have demonstrated in the classroom.
Activities include discussions about what each child likes doing or how they might be described by family or friends and how this might link into jobs in the future.
Introduction to jobs and roles within their communities: children learn about various roles available in the communities they live in. Schools often bring in guest speakers for this. Children are encouraged to attend career dress up days and complete simple job simulations.
Linking classroom skills to careers: teachers make connections between basic skills such as counting, reading, communication and problem solving and how they can be used in different jobs. This supports the development of foundation career skills.
Spotlight: Employment Pathways Programme, Canada
Holland Bloorview’s programme actively support parents in building aspirations for their children’s future employment, helping them see work as an achievable and meaningful goal. The hospital recognises that parents play a pivotal role in shaping their child’s confidence and career expectations. Through initiatives like the Employment Pathways Programme, parents are equipped with the knowledge and resources to foster aspirations their child’s potential for success in the workforce.
This includes workshops that educate parents about workplace accommodations, inclusive employers, and opportunities for skills development, as well as providing success stories of youth who have transitioned into meaningful employment.
A key element of this approach is helping parents shift their mindset from focusing on perceived barriers to employment to identifying their child’s strengths and capabilities.
Programmes like Youth@Work and Employment Action Coaching not only engage young people but also involve parents in understanding the career journey, setting goals, and celebrating progress. By building confidence in both the youth and their families, Holland Bloorview ensures parents can actively support their children in achieving fulfilling and sustainable employment, breaking down stereotypes and creating a culture of high expectations for work readiness and independence.
Recommendation Two
Individualised and Specialist Support
To ensure young disabled people achieve their full potential, it is essential that careers advice and guidance is personalised and tailored to meet their individual needs. This support must be consistently available throughout their time in education, ensuring a sustained and meaningful impact on their development and future career aspirations.
Importantly, this transitions support should not only be the responsibility of educators but should involve collaboration with experienced and qualified teams such as Careers Advice and Guidance staff and the Third Sector.
It is vital that career support staff develop meaningful relationships with young people and have the capacity through manageable caseloads and specialist training to allow this to happen effectively. Evidence shows that outcomes improve significantly when careers advice is delivered in tandem with the school curriculum, offering a holistic approach to career preparation.
Additionally, young people should have access to individualised, planned, and supportive work experience in real-world settings to help them build the confidence and skills necessary for their future careers.
The Case for Individualised Support
Young disabled people often face additional challenges when planning their transition from education into employment. These challenges cannot be addressed through a one-size-fits-all approach. Instead, tailored careers advice ensures that their individual needs, aspirations, and potential are fully considered, leading to:
Enhanced Engagement: Personalised support fosters greater motivation and confidence in young people, as it acknowledges their strengths and aspirations.
Improved Outcomes: Young people who receive consistent and tailored support are more likely to transition successfully into employment, further education, or training. Qualified staff will also better support employers to understand how to make adjustments in the workplace to make sure young people are successful.
Empowerment: Providing opportunities for young people to make informed decisions about their future enables them to take ownership of their career paths, to become better self- advocates and be able to advocate better for themselves in adulthood.
Recommendation in practice: USA and Canada
Beyond the Classroom: A Holistic Approach
Schools play a critical role in educating young people, but careers advice must extend beyond the classroom.
Third sector organisations can also bring specialised expertise and resources, enriching the support available. This was a key theme of the many transformational projects visited across both the USA and Canada.
Spotlight: Work Experience Coodinators, Iowa
In Iowa, Work Experience Coordinators play a pivotal role in bridging the gap between education and the workforce by facilitating career-connected learning opportunities for disabled students. They are responsible for organising and overseeing work-based learning experiences, such as internships and apprenticeships, that allow students to apply academic knowledge in real-world settings.
Work Experience Coordinators are tasked with connecting students with employers to provide meaningful work-based learning experiences whilst ensuring experiences align with students’ academic and career goals. They monitor and evaluate student progress during their placements working collaboratively and bridging the gap between educators and industry partners.
These coordinators are integral to Iowa’s educational framework, promoting careerconnected learning that combines career exploration with work-based learning.
This approach helps students gain first-hand experience in various industries across the State, fostering the development of essential skills and better preparing them for postsecondary success. It also places a keen focus on industries in rural areas of Iowa which has a growing skills gap.
Work Experience Coordinators also engage young people with academic settings, which has increased young people’s success in recent years. They work closely with local school districts to provide shared accountability for each young person they engage with. This work is provided in addition to formal careers and guidance support.
One notable example is the Work Experience Programme (WEP), which provides work experience opportunities for young disabled people for up to six months provide employers with a more diverse talent pool. This program facilitates paid internships for six months and has seen lots of success with increased numbers of young people staying on at their internship past the initial six-month period.
Recommendation Three
Work-based learning
To deliver better transitions support for young disabled people leaving school into careers, raise aspirations of young disabled people and close the disability employment gap, we need to prioritise the expansion and accessibility of real work-based learning (WBL) programmes by making them a mandatory part of their education. WBL equips young disabled people with tailored support, real life practical work experience, and confidencebuilding opportunities, enabling them to develop the skills required for long-term employment success.
To ensure its effectiveness, robust accountability measures must be implemented, ensuring the delivery of high-quality and inclusive WBL experiences. By fostering independence, reducing reliance on public benefits, and enhancing workplace diversity, mandatory WBL will deliver significant social and economic benefits while creating a more inclusive and equitable workforce. WBL consistently proves itself to be the best indicator of an employment outcomes post school for young disabled people.
The Importance of Work-Based Learning
Young disabled people face additional challenges in accessing employment, with labour market data consistently showing lower employment rates among disabled individuals and our welldocumented disability employment gap. During the senior phase is a pivotal time in shaping longterm outcomes, as earlier workplace engagement is directly linked to higher employment rates and improved career progression. Work-based learning offers:
Practical Experience: Real-world exposure to workplace environments helps build strong employability skills, such as communication, teamwork, and problem-solving, which are often best developed through practical application.
Confidence and Self-Esteem: Many young disabled people face societal and self-imposed barriers that impact on their confidence. Structured WBL programmes, coupled with supportive mentorship, foster a sense of achievement and belonging. It proves to that young person and their support networks that work is a viable option for them.
62% of young people believe it has become more difficult to get a job compared to 10 years ago (Youth Futures Foundation 2023) showing confidence and self-esteem are key to success.
Bridging the Skills Gap: By aligning education priorities with industry needs, WBL ensures young disabled people gain skills relevant to the labour market, enhancing their competitiveness. At a time where we have increased competition for entry level positions with young people competing with more experienced candidates. An employer is receiving on average 140 applications per vacancy, a 59% increase year on year (ISE 2024).
Further research also shows that 51% of entry level roles required around three years of prior experience.
Financial and Social Benefits
Investing in WBL initiatives for young disabled people is not only the right thing to do but also a smart economic decision for employers and society:
Increased Employment: Research shows that WBL participants are significantly more likely to secure and retain employment. This reduces longterm dependency on public benefits and lowers unemployment costs.
Employer Gains: Employers benefit from diverse perspectives and access to a motivated talent pool. Studies demonstrate that inclusive workplaces have higher productivity and employee satisfaction. A 2022 McKinsey study claimed diverse workforces have on average 2.3 x bigger profits per employee.
Social Inclusion: Promoting participation in the workforce fosters a more inclusive society, reducing social isolation and improving mental health outcomes for disabled individuals. This is particularly important health indicator for this group.
A key theme of successful programmes identified through this study were:
Mandatory WBL Programmes: Establish workbased learning as a mandatory part of education for young disabled people, ensuring every individual has regular opportunities to engage in real- world work environments. In the UK we have too many examples of young disabled people being denied the opportunity to undertake work-based learning outside the school environment.
Expand WBL Programmes: Increase the availability of tailored WBL opportunities, such as supported internships, apprenticeships, and job-shadowing initiatives.
Accountability: Implement robust systems to measure the success of WBL programmes, holding educators accountable for providing meaningful opportunities and tracking outcomes for young disabled people.
Invest in Support Services: Ensure young disabled people have access to career advisors, job coaches, and other supports to maximise their success during and after WBL placements.
Engage Employers: Provide incentives and guidance for businesses to participate in WBL schemes, including disability awareness training and access to workplace adjustments.
Recommendation in practice: USA
In the United States, the Workforce Innovation and Opportunity Act (WIOA) sets a benchmark by making pre-employment transition services (PreETS) a required part of Individualised Education Plans (IEPs). This includes workplace readiness training, job exploration counselling, and hands-on work experience.
The WIOA also mandates the collection and reporting of performance data to assess the effectiveness of workforce development programmes.
Key performance indicators include employment rates, median earnings, and educational attainment among participants. The U.S. Department of Labor provides interactive data analysis tools that offer insights into these metrics, allowing stakeholders to evaluate program outcomes and identify areas for improvement.
Around 300,000 young disabled people engage with Pre-ETS every year. The majority of students who engage with Pre-ETS have a Learning Disability. While it is mandated that states must utilise 15% of their Vocational Rehabilitation budget for PreETS some states are allocated as much as 30% of their budget to this work and are seeing far better results. In Texas they have seen a 20% increase in employment readiness amongst Pre-ETS students with 80% of Pre-ETS students nationally reporting they felt better prepared for employment post school. For every $1 invested in Pre-ETS returns $3 saving to the public purse.
Recommendation in practice: Canada
Canada’s Ready, Willing and Able (RWA) initiative is a nationally recognised programme designed to create inclusive employment opportunities for young people with a Learning Disability or Autism Spectrum Condition. The initiative works directly with employers to identify workplace needs and match them with qualified candidates from these under-represented groups.
Key to RWA’s success is its focus on building employer confidence through education, customised workplace solutions, and ongoing support. It offers the opportunity for tailored internships which allows young people the chance to gain meaningful onthe-job experience while showcasing their skills to potential employers in a real-world setting.
This hands-on approach is complemented by longterm employment support, based on the premise of Supported Employment, which ensure that both employees and employers receive the resources and assistance needed to maintain successful and sustainable employment destinations.
This approach not only works to address barriers to employment but also demonstrates the business and social benefits of inclusive hiring. By tapping into a talented and under-utilised workforce, employers gain motivated employees while fostering true diversity and inclusion in the workplace. RWA has proven to be an effective model for improving employment outcomes and enhancing economic participation for individuals with a Learning Disability or Autism.
Spotlight: Specialist High Skills Majors Programme, Canada
The Specialist High Skills Majors (SHSM) programme in Canada is an innovative initiative designed for secondary school students, aged 16-18 to gain sector-specific skills and experience, helping them transition more effectively into post-secondary education, apprenticeships, or the workforce.
The programme focuses on integrating practical learning with academic achievement and workplace readiness.
Key Features of SHSM:
Sector-Specific Focus: Students choose a career-focused pathway in industries such as health and wellness, arts and culture, business, construction, hospitality and tourism, and more. Each sector provides opportunities to develop industry-recognised skills and credentials.
Co-operative (Co-op) Education: A critical component of SHSM, co-op placements allow students to gain hands-on work experience related to their chosen sector.
Placements are tailored to individual student needs, aligning with their career aspirations and academic goals.
Certification and Training: Students earn sector-recognised certifications such as First Aid, CPR, WHMIS (Workplace Hazardous Materials Information System), or customer service training. These certifications enhance employability and readiness for sector-specific roles.
Customised Learning: Courses are modified to include real-world applications, providing students with practical knowledge while fulfilling graduation requirements. Students complete a minimum of four major credits in their chosen SHSM sector, along with other related courses.
Experiential Learning Activities: Opportunities to visit colleges, universities, or workplaces relevant to their field of study. Participation in workshops, sector-specific competitions, and networking events.
Red Seal Designation: Upon successful completion, students graduate with an SHSM Red Seal on their Ontario Secondary School Diploma (OSSD), signifying their specialised skills and experiences.
Benefits
Career Exploration: Students gain insights into potential career paths, helping them make informed decisions about their futures.
Enhanced Employability: Practical experience and industry certifications make students more attractive to employers.
Post-Secondary Preparedness: SHSM bridges the gap between high school and higher education or apprenticeship programmes, easing the transition for students.
Customisation and Inclusivity: The programme is flexible and designed to meet the unique needs and goals of each student, including those with disabilities or additional learning requirements.
Spotlight: Center for Workplace Accessibility and Inclusion, New York City’s Office of Talent and Workforce Development.
The Center for Workplace Accessibility and Inclusion (CWAI) was established within New York City’s Office of Talent and Workforce Development to address structural challenges disabled people face in New York with the aim of helping 2,500 disabled New Yorkers secure career-track employment in the public sector over three years.
CWAI’s initiatives
• Establishing an advisory council comprising employers, service providers, government agencies, advocates, and members of the disability community to identify challenges and promote policy changes
• Partnering with stakeholders to co-design and improve workforce programmes tailored to disabled people
• Centralising data tracking to identify and scale best practices in employment services for disabled people
• Supporting the delivery of the 55a programme, a provision under New York Civil Service Law that allows qualified disabled people to be hired into competitive civil service positions without needing to take a civil service exam.
This is designed to increase employment opportunities for disabled people within the public sector. The Public sector is the largest employer in New York and has great opportunities for people looking for well paid, sustainable careers. This programme plays
By removing the requirement to take competitive exams, it aims to level the playing field and allow individuals with disabilities to demonstrate their qualifications and skills directly through their work.
Progress and Milestones
• Employment Connections: In its first year, CWAI connected over 500 individuals with disabilities to employment opportunities, surpassing the initial goal of 350 and setting a strong pace toward their three-year target
• Workforce Training: With a $1.5 million investment from the New York State Department of Labor, the SCION initiative was launched to enhance services at 18 Workforce1 Career Centers, ensuring staff are equipped to support individuals with disabilities effectively
• Invested $750,000 to expand Partnership for Inclusive Internships (PII Program) through AHRC NYC to place more than 100 additional New Yorkers with disabilities over three years into paid internships with the goal of becoming employed full time within the public and private sectors
• Advisory Council Leadership: The advisory council, chaired by Angela Lean from Microsoft, collaborates with business partners to advise city agencies on workforce development strategies and create an accessibility framework for employers and providers.
Recommendation Four
Collaboration
and Integration
Collaboration and integration of services in transitions for young disabled people are vital to ensuring inclusive, effective, and comprehensive support for young people at all stages of their transitions journey.
It is recommended that national and local governments work collaboratively with education providers, third-sector organisations, and disability specialists such as disabled peoples organisations (DPO’s) to unlock better opportunities to streamline services, reduce duplication, and maximise resources.
Formal agreements, such as Memorandums of Agreement (MOAs), combined with robust data-sharing practices, should be established to ensure aligned priorities, equitable access, and the promotion of sustainable careers. There are a number of key benefits of such collaboration, focusing on its potential to foster holistic support, improve efficiency, and drive improvements in socio-economic impact.
The case for Collaboration and Integration
Holistic Support for Individuals: Collaboration fosters a blend of expertise and resources, enabling holistic support tailored to the diverse needs of young disabled people. For example, educational institutions bring academic and developmental insights, while third-sector organisations can provide grassroots-level understanding of community challenges. Disability specialists will contribute vital expertise on accessibility and inclusion, ensuring that careers support and transitions is equitable. When national and local governments coordinate efforts, they will ensure better alignment with policy priorities and the efficient allocation of funding.
Improved Accessibility and Equity: An integrated approach reduces barriers to accessing high quality transitions and careers support for young disabled people and in particular those groups who are being left behind, including young people with a learning disability and those who are neurodivergent. By pooling resources and expertise, organisations can deliver services in more locations and formats, ensuring no one is excluded due to geography, socio-economic status, or other challenges. This will remove the postcode lottery of support for young people, meaning no matter where they are they will get high quality support. Collaborative efforts also help standardise best practices, ensuring consistently high-quality support across regions.
Enhanced Efficiency and Cost-Effectiveness: Duplication of services leads to significant inefficiencies and increased costs. For instance, government agencies and third-sector organisations can co-deliver workshops or share digital platforms for transitions support, maximising the impact of available funding. National governments can also prioritise collaboration, as they have done successfully in employability, through grants and targeted investments, ensuring public funds are used wisely. Funding silos should be removed where funding traditionally sits in three pots – education, employability and social care. Removing silos will ensure a young person can get the support they need when they need it rather than be restricted by bureaucracy.
To formalise these efforts, a Memorandum of Agreement (MOA) should be established to bring together all interested parties involved in transitions. This agreement would aim to avoid duplication, remove silos of funding, and retain local priorities while receiving the support of national government and meeting national priorities. A coordinated approach would focus on employment for young people transitioning from school, freeing up resources and destinations such as supported college courses for young people with more complex needs.
Collaboration ensures that transitions and careers support aligns with broader policy goals, such as increasing employment rates, reducing skills gaps, and promoting economic growth. Governments can leverage the expertise of education providers, the Third Sector and DPO’s to design programmes that address evolving labour market needs. For example, partnerships might focus on integrating employability skills into school curriculums or developing inclusive training programmes for disabled young people.
Data sharing is a critical part of achieving true collaboration. Agreeing to share necessary data ensures that all stakeholders have the complete picture, enabling evidence-based decisionmaking and targeted interventions.
Employer Engagement: Working collaboratively facilitates stronger connections with employers, a key stakeholder in the career’s ecosystem. Together we can effectively broker relationships between businesses and education providers, as seen in the Young Persons Guarantee, while DPO’s can advocate for inclusive hiring practices. This multi-faceted engagement ensures that careers support better reflects real-world opportunities and equips young people with the skills and confidence to succeed. A particular emphasis should be placed on fair work and well-paid, sustainable careers, ensuring that employment opportunities contribute to longterm economic stability and individual well-being.
Positive Socio-Economic Impact: Improving access to high-quality tailored transitions support for young people looking to enter the world of work through the power of collaboration will ultimately drive better employment outcomes, reduce unemployment, and enhance our workforce productivity. Inclusive, collaborative programmes enable young disabled people to contribute fully to the economy, fostering both personal and societal growth.
Recommendation in practice: Pre-ETS USA
Pre-Employment Transition Services (Pre-ETS) are federally funded initiatives under the Workforce Innovation and Opportunity Act (WIOA) aimed at equipping young disabled people with the skills needed to go into work. Administered through state vocational rehabilitation (VR) agencies, PreETS targets students with disabilities aged 14 to 21 who are either enrolled in school or other recognised education programmes. Its primary goal is to provide early intervention to help these students transition from school to further or higher education, training, or employment.
Pre-ETS services are designed to address critical areas that can influence long-term employability. These services include:
Job Exploration Counselling: Helps students identify career interests, strengths, and potential pathways.
Work-Based Learning Experiences: Provides realworld job opportunities, such as internships and job shadowing.
Counselling on Post-secondary Education Options: Assists students in understanding educational and training opportunities.
Workplace Readiness Training: Focuses on developing soft skills, such as communication, teamwork, and time management.
Instruction in Self-Advocacy: Encourages students to understand their rights and advocate for their needs in academic and workplace settings.
Funding Allocation
Under WIOA, state VR agencies are required to allocate a minimum of 15% of their federal VR budget to Pre-ETS. This funding ensures that critical resources are directed toward preparing young people with disabilities for future success, highlighting the programme’s importance in the broader vocational rehabilitation framework.
Measurable Success of Pre-ETS
Pre-ETS has demonstrated measurable successes in fostering employment outcomes for young people with disabilities. Key outcomes include:
Increased Employment Rates: Studies have shown that students who participate in Pre-ETS are significantly more likely to secure employment after completing their education compared to their peers who do not.
Higher Wages: Pre-ETS participants tend to earn higher wages in their early employment years due to the skills and experience gained through the programme.
• Improved Postsecondary Education Outcomes: Many students transition successfully into higher education, vocational training, or apprenticeships, reflecting the programme’s focus on career planning and preparedness
• Enhanced Independence: Participants report greater confidence and self-advocacy skills, enabling them to navigate workplaces and educational environments effectively
Cost-Effectiveness and Broader Impact
By investing in early interventions, Pre-ETS reduces long-term dependency on public benefits and support services. A 2022 cost-benefit analysis suggested that every $1 invested in Pre-ETS results in an estimated $3-$4 in economic benefits through increased tax revenues, reduced reliance on disability benefits, and broader societal contributions from participants.
Pre-ETS is a cornerstone of the USA’s efforts to ensure equitable employment opportunities for young people with disabilities. With its proven track record of improving employment outcomes and fostering independence, it remains a critical programme for driving both individual success and broader economic and social benefits.
Spotlight: Alabama
The state of Alabama has achieved significant success through its implementation of PreETS. In collaboration with local schools and employers, the Alabama Department of Rehabilitation Services (ADRS) developed a robust work-based learning programme that placed students with disabilities in internships tailored to their career interests.
Over a three-year period, ADRS reported that 85% of participating students secured either part-time or full-time employment upon completing the programme. Employers also noted improved workplace diversity and employee retention due to the skills and dedication exhibited by Pre-ETS participants.
To further enhance its efforts, Alabama incorporated virtual training modules during the COVID-19 pandemic, ensuring continued access to Pre-ETS services. These modules covered workplace readiness, self-advocacy, and career exploration, reaching rural and underserved areas. The state also partnered with major employers such as automotive manufacturers and healthcare providers, creating sector-specific training programmes that aligned with local economic needs.
Additionally, partnerships with community colleges enabled many students to pursue further education, with over 60% enrolling in vocational training or degree programmes. These outcomes illustrate how targeted PreETS interventions can transform educational and employment trajectories for young people with disabilities.
Call to Action
The Future for Young Disabled People
We are at a critical juncture where we risk failing generations of young disabled school leavers, in the UK, by not adequately preparing them for the world of work. This failure stems from systemic under-aspiration, where young disabled people often grow up without seeing work as a viable or attainable goal. As a society, we want all children to achieve their life aspirations, fulfil their sense of self-worth, and contribute meaningfully to the communities around them. Yet, for too many young disabled people in the UK, this vision remains out of reach. Without decisive action, we deny them not only the chance to thrive but also the opportunity to shape a future that benefits us all.
The experiences of countries like the USA and Canada offer valuable lessons. While their systems have achieved varying degrees of success, they face significant challenges that the UK has largely avoided. For example, in both countries, disabled individuals often lose access to essential healthcare when they enter the workforce, as their disability benefits are tied to employment status. This creates a severe disincentive to work. In the UK, by contrast, benefits and healthcare remain separate, ensuring continued support regardless of employment status.
Another stark difference lies in wage equity. In the USA, the use of subminimum wage certificates has allowed employers to pay disabled individuals significantly less than the minimum wage— sometimes as little as 50 cents per hour. Although progress has been made, with numbers falling from over 500,000 individuals employed under these conditions 15 years ago to 39,000 today, there are concerns that these gains could reverse under a future administration.
The UK, thankfully, has not allowed such inequities for decades, focusing instead on fair work principles. In Scotland, the Fair Work Framework actively promotes inclusion, equality, and respect, ensuring that all workers, regardless of ability, are valued contributors to the economy.
Our advantage in the UK extends further. With free healthcare at the point of need and free access to higher education in Scotland, we have a framework designed to level the playing field. Yet, despite these advantages, we often place unnecessary barriers in the way of progress. Bureaucracy and a lack of coordinated ambition continue to hinder real change.
The USA’s Pre-ETS (Pre-Employment Transition Services) programme demonstrates what can be achieved with bold investment. Allocating a minimum of 15% of state VR budgets to disability transitions support, with overall funding in the billions of dollars, has laid the groundwork for transformative outcomes. We need a similarly highlevel commitment in the UK. Investment in young disabled people represents spending where we may not see the full return for years, but by setting strong foundations now, we can enable future generations to thrive.
This is a moral and economic imperative. By unlocking the potential of young disabled people, we enrich not only their lives but also the society and economy they will help build. It is time for us to rise to this challenge, ensuring no young disabled person is left behind.
Acknowledgements
I would like to thank the Churchill Fellowship and The Mercers’ Company for their generous support, which enabled me to undertake this invaluable trip.
A special thanks to my CEO, Theresa Shearer FRSE, for her guidance and mentorship, both throughout my Fellowship and across my career. Your support has been invaluable.
I am also deeply grateful to the team at Enable in particular Lianne and my senior team within Enable Works, Briony, Gemma, and Craig for their encouragement and for allowing me the time and space to focus on this project.
I owe particular thanks to Daniel Van Sant, Director of Disability Policy at the Harkin Institute, for connecting me with so many inspiring people across the US and for his ongoing support both before and during the trip. I am equally grateful to Andy Imparato, Executive Director Disability Rights California for arranging a fantastic trip to San Francisco, providing opportunities to engage with disability leaders and advocates from across California.
During the trip, I had the privilege of visiting some truly outstanding organisations, including PosAbilities BC, University of British Columbia’s Canadian Institute for Inclusion, The Harkin Institute, Senator Tom Harkin, ASPE Iowa, Susan Parker President of People First of Missouri, Iowa Workforce Development VR services, Mathematica Policy team, Disability Rights California, Marin Centre for Independent Living, Case Advocacy, Disability Rights Education and Defence, Sacramento County Office of Education, IncludeNYC, NYC Mayor’s
Office of Talent and Workforce Development, The Disability Policy team at the Senate led by Senator Bob Casey, Disability Policy Director Michael Gamel McCormick, US Department of Labour’s Office of Disability Employment Policy, and the Department of Education. Their insights and expertise were instrumental in shaping the findings of this report.
Finally, I want to thank my Mum, Dad and sister for their continued support not just with my Fellowship but throughout my career. A special thanks must also go to my husband Ryan for his unwavering patience and encouragement. You have always been my biggest supporters.
To everyone who contributed to this journey - thank you.