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How Blue Tongue Adventure Programs and SLES Help Young People Achieve Their NDIS Goals

Finishing school and stepping into adulthood can bring plenty of exciting possibilities.

It can also bring some big questions.

What do I want to do for work? How can I become more independent? How do I make new friends? What if I’m not ready for employment yet?

For young people living with disability, having the right support can make exploring those questions feel much more achievable.

At Blue Tongue Adventure, our programs focus on much more than filling a day with activities.

We create opportunities for young people to learn, connect, explore their interests and work towards their individual NDIS goals.

For school leavers, Blue Tongue Pathways also provides School Leaver Employment Supports (SLES). These supports help young people build confidence and develop skills for their future.

Together, these programs can create a pathway from learning and exploration towards greater independence, community participation and employment.

Turning NDIS goals into real-life experiences

An NDIS goal can look simple when it’s written in a plan.

You might want to become more independent, improve your social skills or participate more in your community.

However, achieving those goals usually takes practice.

That’s where practical experiences become important.

NDIS capacity building supports can help participants increase independence and become more involved in their communities. The NDIS specifically recognises activities that build social skills, friendships, community connections and independence.

At Blue Tongue Adventure, we work on these skills through activities young people can actually enjoy.

Our Crew might be cooking, playing sport, creating digital art, learning woodwork, dancing, making music or heading out into the community.

The activity itself is only part of the experience.

Along the way, participants can practise communication, teamwork, problem-solving, decision-making and independence.

Most importantly, they’re learning through doing.

Building confidence and independence

Independence doesn’t happen overnight.

Often, it develops through lots of small experiences.

Ordering something at a café. Paying for an item at the shops. Making a decision within a group. Following instructions for a recipe. Catching public transport. Speaking to someone new.

Each experience creates another opportunity to practise.

The NDIS recognises community participation supports as one way participants can build skills that may eventually support employment. These can include using public transport, managing money, meeting people and learning to work within a team.

At Blue Tongue Adventure, our goal is to create a supportive environment where young people feel comfortable giving things a go.

Sometimes that means succeeding straight away.

Other times, it means trying something, making a mistake, having another go and discovering that you’re capable of more than you thought.

That’s where confidence starts to grow.

Making friends and feeling part of a community

For many young adults, one of the biggest parts of life after school is finding a new social circle.

School naturally creates opportunities to see the same people every day. Once school finishes, those opportunities can suddenly disappear.

Unfortunately, people living with disability can face greater barriers to social and community participation.

The Australian Institute of Health and Welfare (AIWH) reports that 19% of people with disability aged 15–64 experience social isolation. That compares with 9.5% of people without disability.

Newer AIHW reporting also shows that 29% of people with disability aged 15–64 reported often feeling lonely.

That makes meaningful opportunities to connect especially important.

Blue Tongue Adventure brings young people together through shared interests and experiences.

Our programs create space to have conversations, share a laugh and try something new together.

Over time, those repeated interactions can help participants improve communication skills and build genuine friendships.

For us, social participation shouldn’t feel forced.

It should feel like being part of the Crew.

Learning everyday life skills without sitting in a classroom

Not every important skill needs to be learnt from a workbook.

Some things make far more sense when you experience them in real life.

That’s why our programs incorporate practical skills into everyday activities.

Cooking can involve planning, following instructions, food safety and teamwork.

A community outing might involve planning transport, managing money or communicating with staff at a venue.

Woodwork can involve concentration, safety awareness and following a process.

Meanwhile, theatre, dance and music can encourage creativity, confidence and communication.

Different activities create different learning opportunities.

Therefore, participants can explore what works for them while developing skills they can use outside the program too.

Preparing for the next step after school

Many young people leave school without knowing exactly what they want to do with the rest of their life.

And they shouldn’t have to.

Some young people are ready to start looking for a job straight away. Others need more time to develop confidence and workplace skills.

Some simply need the opportunity to discover what kind of work they might actually enjoy.

That’s where School Leaver Employment Supports (SLES) can help.

SLES-style employment supports are designed to help school leavers build the skills needed to move towards employment.

Current NDIS guidance recognises intensive employment support for school leavers transitioning into work. It can also support pathways towards further education, training, traineeships and apprenticeships.

At Blue Tongue Pathways, we start with the individual.

What are you good at?

What interests you?

What would you like to become more confident doing?

And, eventually, what type of work might you enjoy?

From there, we can start building a pathway.

What can you learn through SLES?

Employment involves much more than knowing how to perform one particular job.

You need to communicate with other people. You need to understand expectations. You may need to travel independently and manage your time.

You also need confidence.

That’s why our SLES program starts with foundation skills.

Depending on your individual goals, this may include:

  • Communication and interpersonal skills
  • Personal presentation and hygiene
  • Money management
  • Numeracy and literacy
  • Independent travel
  • Time management
  • Workplace behaviour and expectations
  • Understanding workplace rights
  • Teamwork
  • Building a positive work ethic
  • Problem-solving and decision-making

From there, participants can explore vocation-specific skills related to industries that interest them.

The NDIS requires employment providers to develop tailored supports around each participant’s employment goals, barriers and individual support needs.

That’s also how we approach SLES at Blue Tongue Pathways.

There isn’t one pathway everyone needs to follow.

What if I don’t know what job I want?

That’s completely okay.

One of the valuable parts of SLES is getting the opportunity to explore.

You might think you want to work in hospitality before discovering that you love something creative.

You might enjoy working with animals, working outdoors or helping other people.

Alternatively, you may discover that further study or training is the right next step for you.

You don’t need to have your whole career mapped out before you begin.

Supported work experiences can give young people an opportunity to understand what different workplaces actually feel like.

Once you’ve identified an area you’re interested in, Blue Tongue Pathways can help explore suitable work experience opportunities.

When you feel ready, support can then move towards job applications, resumés, interview preparation and employment.

What does a day at SLES look like?

At Blue Tongue Pathways, a typical SLES day runs from 9 am to 3 pm.

Most participants attend once or twice each week.

Mornings generally include small-group workshops focused on employment, independence and life skills.

Group discussions also give participants opportunities to practice communication and learn from each other.

Then, afternoons become more hands-on.

You might take part in a course, attend work experience, practice travelling independently or complete a mock job interview.

Support can be provided individually or in small ratios, depending on the activity and participant needs.

The aim is to gradually turn skills discussed in a workshop into skills you can confidently use in everyday life.

More than getting a job

Employment can certainly be an important goal.

However, becoming work-ready often creates benefits well beyond employment.

Learning to travel can increase community independence.

Improving communication can help with friendships.

Money-management skills can help with everyday purchases.

Learning to speak confidently in an interview can make it easier to advocate for yourself elsewhere.

Meanwhile, discovering your strengths can change the way you see your own future.

That’s why employment preparation and everyday capacity building often complement each other so well.

A job might be one destination.

The bigger goal is helping young people build confidence, choice, and independence along the way.

Why choose Blue Tongue Adventure and Blue Tongue Pathways?

At Blue Tongue, we believe learning works best when people actually enjoy being there.

Blue Tongue Adventure programs are designed for young people aged 17–30 with low to moderate support needs.

Our activities include theatre, dance, music, woodwork, art, digital art, cooking, community access, sports and more.

However, our programs aren’t about ticking activities off a calendar.

They’re about the “Crew” themselves.

We keep our support personal, with ratios no higher than 1:3 across our Blue Tongue Adventure programs. This allows our team to build genuine relationships and provide meaningful support.

For young people preparing for employment, Blue Tongue Pathways takes that same personalised approach into SLES.

We’ll work with you to explore your interests, build your independence and develop the skills you need for your next step.

Maybe that’s work. Maybe it’s study. Maybe it’s gaining the confidence to travel somewhere independently for the first time.

Whatever the goal, we’re here to help you work towards it.

Because adulthood isn’t about following one predetermined pathway. It’s about discovering yours.

Get in touch with Blue Tongue Adventure or Blue Tongue Pathways to learn more about our programs, SLES and how we can support your NDIS goals.

FAQs

NDIS day programs provide structured opportunities to build skills, social connections and community participation. Activities can include recreation, creative programs, cooking, sport and community outings. The specific supports available will depend on your NDIS plan, goals and funding.

Blue Tongue Adventure uses practical activities and community experiences to work towards individual goals. These might include improving communication, increasing independence, developing friendships, learning everyday skills or becoming more confident in the community.

School Leaver Employment Supports, commonly known as SLES, help eligible young people transition from school towards employment. Supports can focus on work readiness, independence, communication, travel, workplace skills, work experience and exploring different career pathways.

No. Exploring your interests can be an important part of School Leaver Employment Support (SLES). Blue Tongue Pathways can help you identify your strengths, learn about different industries and experience potential workplaces before deciding which direction you would like to pursue.

SLES can support work skills such as communication, teamwork, money management, independent travel, personal presentation, workplace behaviour and job preparation. Your program should reflect your individual employment goals and support needs.

NDIS programs can create opportunities to meet people and develop social skills. Blue Tongue Adventure participants take part in small-group activities, outings and shared experiences where friendships can develop naturally over time.

Blue Tongue Adventure programs are designed for young people aged 17–30 with low to moderate support needs. Whether a particular program can be funded through your NDIS plan will depend on your individual goals, supports and available funding.

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NDIS Pricing Changes 2026–27: What They Mean for Your Core Supports & Day Programs

Every year, the NDIA updates its Pricing Schedule, and every year, we take the time to understand the changes so we can share the important facts with you. Our role is to break it down into clear, practical information to provide clarity on what it means for you. 

The 2026–27 NDIS Pricing Schedule is now in effect, bringing several important changes for participants accessing disability day programs and School Leaver Employment Supports (SLES). We’ve broken down the key updates, what they mean for you, and how the Blue Tongue Adventure team is here to support you every step of the way. 

A quick note about the terminology 

You might hear two different terms used throughout this article: Core Supports and Social, Community and Civic Participation (SCCP). 

For most participants, Blue Tongue Adventure day programs are funded through your Core Supports budget, under Assistance with Social and Community Participation. In the NDIA’s Annual Pricing Review (APR), these same supports are grouped under the technical pricing category Social, Community and Civic Participation (SCCP).

Throughout this blog, we’ll mostly refer to Core Supports, while using SCCP when we’re explaining the specific pricing changes introduced by the NDIA. 

First Up: What Funding Covers Day Programs and SLES in the NDIS? 

Most of what we do at Blue Tongue Adventure sits under two NDIS support categories: 

Social, Community and Civic Participation (SCCP) covers disability day programs, group activities, community access and centre-based supports – adventure days, art, cooking, ceramics, woodwork, urban outings and everything in between. 

Capacity Building – Employment covers School Leaver Employment Supports (SLES) – the funding that helps school leavers build the independence skills, job skills and work experience they need to take their next big steps. 

Both categories have updates for 2026–27. Here’s what you need to know. 

What’s Changed for Day Programs (SCCP)? 

Support Worker Rates Have Increased 

The hourly rates for SCCP supports have increased from 1 July 2026, reflecting the Fair Work Commission’s Annual Wage Review and updates to the SCHADS Award. Support workers deserve fair pay, and this year’s review has delivered that. It does mean, though, that if your plan was calculated on 2025–26 rates, your funding may not stretch quite as far. 

The new maximum hourly rates for community access and group activities (national rates) are: 

Standard Supports: 

Time  Rate 
Weekday Daytime  $73.58/hr 
Weekday Evening  $81.07/hr 
Saturday  $103.54/hr 
Sunday  $133.50/hr 
Public Holiday  $163.46/hr  

High Intensity Supports: 

Time  High Intensity Rate 
Weekday Daytime  $79.60/hr
Weekday Evening $87.70/hr
Weekday Night $89.32/hr
Saturday $112.01/hr
Sunday $144.42/hr
Public Holiday $176.84/hr

Group Programs Are Great Value 

One thing worth understanding is how shared support pricing works in your favour. In shared support arrangements, such as 1:2 or 1:3 support ratios, the hourly NDIS rate remains the same, but the cost of the support worker is shared across participants according to the level of support being delivered. This means your individual cost is lower than receiving the same number of hours of one-to-one support. Our programs are designed to maximise this approach, allowing participants to enjoy engaging, social days of adventure and skill building while making their NDIS funding go further than it would with individual support alone. 

The Bigger Shift: Different Pricing for Registered and Unregistered Providers from January 2027 

One of the most significant changes announced in the 2026–27 NDIS Annual Pricing Review comes into effect from 1 January 2027. 

Currently, registered and unregistered providers delivering Supports in a Community Setting (SCCP) can charge the same maximum NDIS price. 

The NDIA has announced that: 

  • Registered providers (like Blue Tongue Adventure) will continue to charge the current maximum price limits, with annual indexation to reflect rising wages and operating costs. 
  • Unregistered providers will have their maximum price limits reduced by 10%, and these prices will no longer receive annual indexation. 

Why is the NDIA making this change? 

The NDIA recognised that registered providers operate under a very different cost structure to unregistered providers. 

As a registered NDIS provider, Blue Tongue Adventure meets strict quality and safeguarding requirements, including regular NDIS Commission audits, worker screening, staff training, governance, quality assurance systems, award wages, and ongoing compliance obligations. These measures are in place to help ensure participants receive safe, high-quality supports from skilled and accountable providers. 

Many unregistered providers operate as sole traders or very small businesses with fewer regulatory requirements and lower overheads. The NDIA determined that the previous pricing model did not adequately reflect these differences, and the new pricing aims to create a fairer and more sustainable system across the sector. 

What does this mean for Blue Tongue Adventure participants? 

The good news is that very little changes if you’re already attending Blue Tongue Adventure.

As a registered provider, our pricing remains aligned with the NDIA’s published price limits and will continue to receive annual indexation. These changes help ensure providers like Blue Tongue Adventure can continue investing in experienced support workers, engaging community programs, participant safety, and high-quality services for years to come. 

The changes also create a more level playing field between registered and unregistered providers by recognising the additional standards and protections that registered providers deliver. This means families can have greater confidence that registered providers are being appropriately funded to maintain the quality, consistency and safeguards participants rely on. 

What About SLES? Here’s the Good News 

SLES is funded under Capacity Building – Employment, and the Annual Pricing Review data tells a genuinely encouraging story about this category. 

Capacity Building – Employment was one of the fastest-growing support categories in the NDIS in the six months to December 2025, with payments increasing by 36.2% compared to the same period the previous year. That growth reflects more young people accessing employment pathway supports, exactly the kind of meaningful investment in futures that SLES is designed to enable. 

SLES funding is annualised (rather than a set hourly rate), which means it offers flexibility in how it’s used across a program year. This suits the way Blue Tongue Pathways works, with workshop mornings, hands-on afternoons, work experience placements, travel training and industry exploration all building toward your goals over up to two years. 

There are no major structural changes to SLES pricing or eligibility in 2026–27, but the strong growth in take-up signals that more school leavers are discovering what SLES can do. If you or a loved one is finishing school soon and hasn’t explored SLES funding yet, this is a great time to ask your NDIS Plan Manager or Support Coordinator about it.  

What These NDIS Pricing Changes Mean for Your Plan 

The most important practical point across all of these changes is this: your NDIS plan funding doesn’t automatically increase when prices go up. If your plan was approved under 2025–26 rates, your budget may not stretch as far under the new rates, and it’s worth checking before you run short. 

Here’s what we’d encourage you to do: 

Talk to your support coordinator. Ask them to model what your supports cost at the new rates and whether your current plan is going to cover you through to your next review. 

Think about how you’re using your Core Supports funding. Group programs like Blue Tongue Adventure offer excellent value because the hourly cost of support is shared. If your plan currently funds a large amount of individual support, it may be worth talking to your Support Coordinator about whether adding small group-based programs could help your Core Supports funding stretch further. 

Ask about a plan review if you need one. If your funding looks like it won’t cover your supports, you can request an unscheduled review. The NDIA has processes for this when costs or circumstances have materially changed. Don’t wait until you run out – act early. 

Why Being a Registered Provider Matters More Than Ever 

The NDIS Pricing Changes 2026–27 are beginning to price registration appropriately, and we think that’s the right direction of travel. 

Being a registered NDIS provider isn’t just a compliance badge. It means our team is qualified and screened, our practices are subject to ongoing review and audit, our participants have access to formal safeguards, and we carry the governance and quality infrastructure needed to deliver programs you can genuinely trust – day in, day out. 

At Blue Tongue Adventure, that’s always been how we’ve operated. Thorough staff induction and training, formal quality systems, and a genuine, consistent commitment to the adventurers who walk through our doors. The new pricing framework is starting to reflect that distinction – and for young people navigating the transition from school to adulthood, the assurance that comes with a registered provider really matters. 

We’re Here to Help You Figure It Out 

We know pricing changes can feel a bit overwhelming, especially when your NDIS plan is tied to something as important as building skills, making friends, and finding your way after school. You shouldn’t have to work through that on your own. 

Whether you’re a current Blue Tongue crew member wanting to understand how these changes affect your program, a family member planning ahead for the year, or a school leaver who is looking to transition – we’d love to have a chat. 

Our programs run across Brisbane’s Bayside and Toowoomba, with flexible options to suit a range of goals and funding types, including Core Supports day programs and Blue Tongue Pathways SLES. 

Visit us at bluetongue-adventure.com.au, or get in touch with our Blue Tongue Adventure coordinators – we’re always happy to help!

FAQs for Parents: SLES After School

What is SLES and who is it for?

School Leaver Employment Supports (SLES) is an NDIS-funded program designed to support young people in the years after finishing school. It helps build the skills, confidence and independence needed for adulthood, whether that leads to employment, further training, volunteering or greater community participation.

Is SLES only about getting a job?

No. While employment may be a long-term goal, SLES focuses first on the foundational life skills that make work possible later. This includes routine, communication, emotional regulation, social skills, confidence in the community and problem-solving.

My child isn’t ready for work yet. Is SLES still appropriate?

Absolutely. Many young people are not ready to move straight into employment after school,  and that’s okay. Blue Tongue Pathways SLES programs meets young people where they are, helping them build confidence and independence at their own pace. Being “work-ready” often starts with feeling comfortable in everyday life.

 

Blue Tongue Pathways SLES participants doing work experience as a barista, animal welfare volunteer and local gym volunteer.

How long does SLES usually run for?

SLES is typically funded for up to two years under the NDIS, but the focus and pace can vary depending on the individual. The goal is steady progress, not rushing outcomes. Skills built early often make the biggest difference long-term.

What kinds of skills are actually taught in SLES?

Blue Tongue Pathways supports practical, real-world skills such as:

  • Building daily routines and structure
  • Communicating needs and preferences
  • Managing emotions and coping with change
  • Navigating community settings confidently
  • Solving everyday problems and making decisions

These skills support independence across all areas of life.

How is SLES different from school programs?

Unlike school, SLES focuses on adult life skills in real-world environments. Learning happens through community outings, group activities and practical experiences rather than traditional classrooms or timetables. This helps young people apply skills naturally and meaningfully.

How do I know if a SLES provider is the right fit?

A good SLES provider will:

  • Take time to understand your young person
  • Move at a comfortable, individual pace
  • Focus on confidence and wellbeing, not just outcomes
  • Communicate clearly with families
  • Use real-life experiences, not just theory

Trust, consistency and connection matter just as much as skill-building.

What happens after SLES finishes?

SLES helps create momentum for the next step,  which might be employment, further training, volunteering or other NDIS supports. The confidence and independence gained during SLES often make future transitions smoother and more successful.

How do we get started with SLES at Blue Tongue Pathways?

If your young person has SLES included in their NDIS plan, you can contact us to talk through options and timing. If you’re planning ahead, we’re happy to help you understand what SLES could look like and when to begin.

SLES Skills That Make the Biggest Difference After School

Leaving school is a big moment. For some young people it feels exciting and full of possibility; for others, it can feel uncertain. Families often wonder, “What happens now?” or “Are they really ready?”

That’s where SLES (School Leaver Employment Supports) makes the difference.

At Blue Tongue Pathways we focus on the skills that help young people feel steady, confident and capable in the real world,  long before we talk about employment pathways. These early foundations matter most, because they shape everything that comes next.

Routines That Bring a Sense of Stability

The transition from school to adulthood comes with a big shift: suddenly, the structure of the school day is gone. Many young people feel that loss of predictability.

Through gentle guidance, we help build simple routines,  from arriving on time to planning how their day will unfold. We don’t rush this. Instead, we create consistent patterns that help reduce anxiety and show young people that they can manage their own day.

When routine becomes familiar, everything else gets easier.

Communication that Builds Confidence

One of the first skills we focus on is communication. Not the formal kind used in job interviews, but everyday communication that helps young people feel understood.

This looks like learning to speak up when something doesn’t feel right, practising how to ask for help and becoming more comfortable in group conversations. Sometimes it’s as simple as greeting a café worker or ordering lunch independently.

These small moments gradually build a young person’s voice, and with it, their confidence.

Learning to Navigate New Situations Calmly

Many families tell us their biggest worry isn’t whether their young person can learn new skills, it’s whether they can cope when something unexpected happens.

That’s why emotional regulation is such a major focus early on.

We teach practical ways to stay settled when a plan changes, a space gets busy, or something unfamiliar pops up. The Blue Tongue Pathways team model calm responses, support quiet breaks when needed, and celebrate the moments when something that  once felt overwhelming is achieved.

These “calm confidence” skills are what make new experiences possible, not just on SLES days, but in everyday life.

Feeling Comfortable Out in the Community

A big part of growing into adulthood is feeling like you belong in your community.

Our SLES approach uses real outings to help young people find that sense of comfort. Whether it’s catching public transport, visiting local businesses, joining group activities or exploring new places, every outing is a chance to practise independence in a way that feels natural and supported.

For some, the first win is simply stepping into a new environment without hesitation. For others, it’s striking up a conversation or taking the lead in choosing the day’s activity. Both are milestones worth celebrating.

Problem-Solving in Everyday Moments

One of the most valuable skills we build is everyday problem-solving. It doesn’t have to be complex. Sometimes it’s deciding what to do when plans change. Other times it’s figuring out how to split up tasks during a group activity or making a quick decision about the best route to take.

These small challenges teach flexibility, resilience and decision-making – the real-world skills that matter most as young people move toward work or further training.

Jamie at his place of volunteer work at AWLQ

Real Outcomes: What Our SLES Participants Are Achieving

At Blue Tongue Pathways, progress looks different for every young person. Currently, 9 of our 15 SLES participants are engaged in work experience, 3 are in paid employment, and 12 have chosen to stay with the service for more than a year, reflecting the value of consistency, trust and steady skill-building.

Jamie joined SLES in 2024 with goals of working in the rail industry but limited confidence navigating next steps. Through targeted support, he has completed relevant certificates and licences and is close to entering the job application stage. He has also volunteered with the Animal Welfare League for over two years, where he is recognised as an exemplary volunteer. Freddy began with Blue Tongue Pathways three years ago and has since grown from needing significant prompting to working independently during his work experience at the Blue Tongue Pantry, arriving on time and completing tasks confidently and to a high standard.

What Makes Blue Tongue Pathways’ SLES Approach Different

Our SLES program meets young people where they’re at, starting with confidence, independence and everyday life skills before moving toward employment pathways. Through personalised planning, we build skills such as communication, self-care, travel training, money management, workplace rights and self-advocacy, all practised through real routines and community experiences.

As confidence grows, participants explore “try and test” work experience aligned with their interests, supported by strong community partnerships. Success at Blue Tongue Pathways is measured by growing confidence and capability, not just job outcomes — because when young people feel capable in everyday life, employment becomes a natural next step.

Building Momentum for the Year Ahead

As we head into a new year, these early SLES foundations set young people up for success. Communication, routine, emotional regulation, community confidence and problem-solving all work together to help them feel capable and ready for the next chapter, whatever that may look like.

Blue Tongue Pathway’s SLES approach is simple: start with the skills that matter every day, build confidence through real experiences and support each young person at their own pace.

If you’d like to talk through SLES options or plan ahead for 2026, we’re here to help whenever you’re ready.

Life After School – How SLES Helps You Step Into the Next Adventure

As the 2025 school year wraps up, a lot of young people are asking the big question – what comes next?

Leaving school can feel exciting, but it can also feel a little uncertain. That’s where SLES (School Leaver Employment Supports) comes in. At Blue Tongue Adventure, we see it as the start of a new chapter filled with opportunity, confidence and, of course, adventure.

What is SLES?

SLES is a NDIS support designed to help young people with disability make the move from school into the world of work. It’s about building the skills, confidence and experiences that make you job-ready – at your own pace, in your own way.

Rather than jumping straight into a job, SLES gives you space to explore what you enjoy, what you’re good at, and what kind of work might suit you best.

What does SLES involve?

At Blue Tongue Adventure, our SLES program is hands-on, social and full of variety. No sitting in classrooms all day, we’re out learning through real experiences.

Some of the things you might do include:

  • Building practical job skills like time management, teamwork and communication
  • Visiting workplaces and talking to employers
  • Volunteering, or trying short work experience placements
  • Learning about money, travel ling independently, and creating healthy routines
  • Finding out what jobs match your interests and abilities

And because it’s Blue Tongue, there’s always a focus on fun, connection and confidence. You’ll meet great people, take part in group activities, and learn new things in a supportive, relaxed environment.

Why SLES matters

SLES isn’t just about getting ready for work, it’s about discovering who you are and what you want your next chapter to look like. It helps you build the foundation for your future, with the right support behind you.

We’ve seen so many young people grow through SLES. From shy school leavers finding their voice to confident young adults landing their first job. That’s what this program is all about.

How to get started

If you’re finishing school this year (or recently have) and have NDIS funding, you may be eligible for SLES. It usually sits under the Capacity Building section of your plan.

Our team can help you check your funding, understand your options, and set up a personalised program that fits your goals.

The best part? You don’t need to have it all figured out. We’ll explore it together, step by step.

Your next adventure starts here

Leaving school doesn’t have to feel scary, it’s the beginning of something amazing. With the right support and the right people around you, you can take that next step with confidence.

If you’re ready to find out more about SLES or want to chat about your goals for 2026, get in touch with Blue Tongue Adventure today. We’ll help you turn life after school into your next great adventure. Because your journey doesn’t end when school does, it’s just getting started.

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Ethan Revs Up For The Future With SLES

From “doing nothing” at home to turning wrenches in a bustling workshop, Ethan’s journey is a testament to the power of opportunity and determination. At Blue Tongue Pathways, we’re bursting with pride to announce that Ethan Byrnes, an 18-year-old SLES participant, has landed a coveted mechanical apprenticeship at Aussie Tyres and Mechanical Toowoomba. His story isn’t just about a job; it’s about finding purpose, passion, and a future.

“I’m so keen!” says Ethan enthusiastically. 

“I love it there. The people make it a really fun place to work.” 

Ethan has been a car lover from a young age, and is now thriving in the workshop environment. 

“I started out cleaning, but now I change tyres, and help fix up engines … we do motorbikes and quaddies [quad bikes] too,” he says.  

“If the guys there show me what to do, I can easily do it. If they just tell me, it might take a while. But these blokes, they show me and I’m straight on it.” 

A Holistic Approach to SLES

It’s clear Ethan is revving up for a bright future in a hands-on role, but he’s worked hard to get to this point in the NDIS-funded SLES program, to build his skills and independence. 

“We did group work about things like time management, and money management – learning what to do with our money, how to budget and how to make sure we’re putting some away,” he explains confidently. 

Read more about the SLES program 

Blue Tongue Pathways Toowoomba coordinator, Christina Renata, couldn’t be prouder of Ethan. 

“The mechanics tell me, ‘he wants to learn, and he asks questions’ and I love that. Ethan’s got a real hunger and eagerness to learn,” she says.  

“He’s full steam ahead and they’re very impressed”. 

A Bridge Between School and Work for NDIS Participants

It’s a world away from where Ethan was when he finished school. With no particular plans or direction, he was spending a lot of time at home doing, as he says, ‘nothing’. 

“I actually wasn’t too keen at first when Mum told me about [Blue Tongue Pathways SLES program], but I said, ‘ok, I’ll give it a go’ and I’m so happy. I love it so much,” he says. 

Christina, too, is thrilled at how far how far Ethan has come, along with his friends in the SLES program.  

“That’s what I want for these guys, just to be proud of themselves, to have that smile on their faces and say ‘I’ve achieved that’. It’s awesome to see.” 

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Nick Connects With His SLES Goals

Nineteen-year old Nick Webster is a young man with a clear career focus already! He loves all things IT, from repairing computers, to computer networking, and he has goals to study for IT qualifications and eventually run his own business.  

But he knows there are a few areas where he’ll need a little extra support to achieve his goals.  

That’s where his NDIS-funded School Leaver Employment Supports (SLES) with Blue Tongue Pathways come in. 

Nick sits at a table with various pieces of computer equipment in front of him. He has a piece open and is fixing the inner workings of the computer.

First Steps on the Pathway

Working closely with Nick, Blue Tongue Pathways Coordinator Christina Renata has found a supportive work experience environment where he can develop the particular skills he needs around routines, organisation and time management. That has led to him taking his first steps at All Styles Gym Toowoomba. 

“It’s helping me understand health, and getting into the routine of working, and the mindset of how much I can do before burnout. It’s a ground point of where to start,” Nick explains. 

He attends each Tuesday, and has a regular list of tasks to complete, including cleaning and preparing equipment and organising the space.  

“I like to challenge myself. It used to take me an hour, but now it only takes me 30 minutes to complete the entire gym,” Nick says proudly. 

“It’s challenging, but it’s good. I appreciate the routine, and I don’t need anyone to tell me what to do anymore, I know what I have to do to get all my work done.” 

 

Progress in a Supportive Space

Christina says the gym is a wonderfully inclusive environment for Nick to develop his workplace skills.  

“Michael, who runs the gym, is actually legally blind. So, it’s been good for Nick to see that your disability doesn’t have to define you. And Nick can feel comfortable here wearing his headphones for sensory comfort while he works,” she says. 

“Michael’s really fun,” Nick says. “He can be a bit strict, but that’s good for me with routines, as I can get a bit distracted.” 

With Nick making such strong progress, Christina is now investigating IT-related placements for him. 

Nick holds a punching bag steady so he can clean it.

“It’s important for our SLES participants to try different things,” she says. “I find they’ll either love the options, or hate them – but it’s good to try and know for sure.” 

Nick is also working steadily through small-group work at Blue Tongue Pathways, developing life and job skills. 

“Before SLES I had no idea how to do an interview, build a resume, or how to keep a routine or schedule. Now I’ve learned about time management, money management, and organisational skills. It’s fun too; we role play job interviews, and practice money management with Monopoly,” he smiles.  

“I’ve also made flow sheets for how to get my CCNA, which is a type of certificate in networking and IT,” Nick explains. 

“SLES has really helped with finding my direction.” 

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Deena Flexes her Muscles in SLES

In those final moments of a circuit workout, it’s common to see people puffing, exhausted, and maybe even struggling to complete the last few exercises. 

But not Deena Katawazi.  

With a broad smile on her face, Deena charges ahead of the pack in short sprints, and holds a ‘wall-sit’ position even longer than instructed.  It’s instantly clear that she loves exercise and fitness – and she has a firm career goal in this industry in mind. 

“I want to be a Personal Trainer”, she says confidently. “And I want to work here.” 

Deena holds a 'wall-sit' exercise position, with her back pressed against a wall and her knees bent. She is smiling.

Hands-on SLES Work Experience 

Deena has recently started regular work experience and familiarisation at Velocity Fitness and Health at Capalaba, as part of her NDIS-funded School Leaver Employment Supports (SLES) with Blue Tongue Pathways.  Taking part in circuit workouts helps her to learn about different exercises and the areas they target.  

“My favourite is the wall-sit,” she says. “It really works your leg muscles.” 

Deena’s work experience has also included helping to keep the gym clean and tidy, as well as shadowing other trainers as they lead high-intensity classes – and she can’t hide her enthusiasm to learn and do more. 

“She’s been a great team player, and is always keen to take on new tasks and learn to use all the equipment,” says Blue Tongue Pathways coordinator, Mitch Brennan. 

“We’ve received great feedback from Deena’s supervisor, and they rave about her positive, give-it-a-go attitude when helping to facilitate and participate in sessions.” 

Deena sprints across an open space at the gym. Other people in her exercise class can be seen around the edges of the image.

A Big SLES Step

For Deena, this work experience is a milestone step in her SLES journey with Blue Tongue Pathways, which supports young adults with disabilities to develop their job readiness skills. Her involvement in small group workshops has helped build towards this work experience by: 

  • developing independence skills, including numeracy and literacy to lay the groundwork for workplace skills 
  • learning about workplace skills in general, such as presentation, professionalism and work ethic 
  • studying the skills and requirements she’ll need to become a personal trainer.  

To hone her knowledge in fitness, health and wellness, Deena took online classes, and created workout and stretch routines, which she guided fellow participants and coordinators through.  

“Those workouts always got the blood pumping!” says Mitch.  

“And for Deena they required planning, practice, and leadership skills to deliver challenging but accessible classes to her peers.” 

To witness Deena in action in the gym, it’s clear she’s up for the challenge. She’s excited to get back to the gym each week for her work experience, and to constantly learn, grow, and go far in this industry. 

“It’s hard work,” she says, breaking into another huge smile. “But it’s so much fun!”