This section below covers good practice that can apply to all young people.
I have somewhere to live that I can call home.
Some young people may not be ready or may not wish to move out of the family home. However, incorporating housing needs into local plans at an early stage can help councils prepare more effectively for future demand. By working collaboratively with housing providers and planning ahead with flexible support options, councils can help ensure that young people have access to safe, sustainable housing that aligns with their needs and aspirations. When housing needs are not considered until a point of crisis, the options available are often limited, more costly, and may not be well-suited to the individual.
Considering ordinary housing options before moving directly to supported living can be a helpful approach when any level of care and support are needed. For young people with complex needs, being included on the council housing register—typically from the age of 16—can support better long-term planning and access to suitable accommodation.
REACH standards training/resources are available to housing & social work staff who are involved in identifying accommodation for young people.
I have ambitions for my future and know how to get support to achieve them.
- Early transition planning plays an important role in supporting young people’s goals and ambitions for adulthood and involving adult social care leads as early as possible can help ensure a more coordinated approach. Strong connections and well-established links between children’s and adult social care services support this process and can create opportunities for joint commissioning across both areas.
- Using a strengths-based approach that focuses on the young person’s future aspirations can lead to more positive outcomes, including discussing employment, further education, housing and social participation.
- Developing a clear transition plan, including timelines and named professionals (such as named transition workers) responsible for supporting different aspects and using key workers or transition coordinators to help navigate different services can help avoid young people falling through the cracks.
- Transition guides and resources that explain available options in education, employment, housing, and community life enable young people and their families to make informed decisions.
- Personalised action plans should be regularly reviewed to ensure they continue to reflect the young person’s evolving aspirations and goals for the future.
- The preparing for Adulthood Programme a range of resources to support young people with meeting their ambitions. The resources can all be found here.
- Family's needs may change when young people cease attending education and they should be offered a carers assessment / reassessment.
- People may continue living with and being supported by their families into their late 20’s, 30’s or longer. It’s important to have support and options available for people to move to a more independent situation at a time that’s right for them in a planned way, to explore options and try out different styles of living and support in the same way that non-disabled and neurotypical people often do.
I am part of a community that makes sense to me.
As young people move on from children’s services, feeling part of a community can support their sense of belonging and is key to helping them feel included, valued and confident in their future. Councils can play a role by proactively helping to connect young people with voluntary organisations that reflect their interests, goals, and lifestyle preferences.
Councils can aim to regularly update their knowledge of local voluntary opportunities taking a personalised approach, matching young people to groups that align with their interests and addressing accessibility barriers by supporting organisations to be more inclusive. Councils can work to improve staff training and consistency in signposting whilst developing partnerships with voluntary organisations to strengthen community connections leading to better opportunities and more connected community. Expanding rural - and online options can ensure all young people have access to social opportunities regardless of geography or social interaction preference. For example, Autism Initiatives provides a range of support to enable autistic people to get involved in their communities. Some rural areas have farm-based projects such as those offered by Farmer Gow’s Activity Farm in Oxfordshire or similar venues. Organisations like Special Olympics Great Britain run sports initiatives which include rural participants. Rural clubs and unified sports programs help bridge the interaction gap, encouraging social development and camaraderie.
Local Area Coordinators (LAC’s) (in council areas where this has been adopted) can support people to explore people places and opportunities that link to their individual interests and aspirations. LAC’s can work with any member of a community, so entitlement to statutory funding is not a barrier to access.
I can be myself in relationships and feel loved and safe.
Positive relationships play an important role in young people’s wellbeing, however this can be a sensitive area for some, so it’s important that opportunities for social connection are inclusive, accessible, and supportive, whilst also balancing safeguarding responsibilities with respect for individual autonomy. Councils can contribute by providing or commissioning relationship education that includes topics such as healthy friendships, consent, and safety and they can also help young people and their families connect with organisations and communities that promote acceptance and understanding.
Councils can offer learning and development to professionals and families to support relationships in a positive way that can also help to address the barriers to participation in friendships and dating. Supported loving has a list of organisations that work with a range of councils on personal relationships training.
I have access to healthcare support that makes sense to me.
Ensuring young people are registered with a General Practitioner and receive ongoing health support post transition is essential. Through a General Practitioner, they can be supported to consider having a digital ‘flag’ added to their records, to develop a healthcare passport, and to access annual health checks. All health care settings should make reasonable adjustments to make sure young people with a learning disability and autistic young people’s experience of health care is an effective and positive experience. Social prescribing is one way to connect young people with community activities that align with their interests.
When I need support with my mental health, I know how to get it.
Good practice for supporting young people with additional mental health needs involves a comprehensive, person-centred approach that emphasises respect, understanding, and the promotion of well-being. General Practitioners are a key access point to mental health support from health care organisations, alongside voluntary organisations that offer specific support to people with mental health which offer an important service Peer-to-peer support can be highly effective for individuals with learning disabilities and autism, as it fosters mutual understanding, friendship, and shared experiences. Here are some examples of peer-to-peer support initiatives: in person Bradford Buddies. Council funded peer-to-peer support companionship, and assistance in engaging in social activities. Online National Autistic Society's Community, a space where autistic young people and their caregivers can share their experiences, seek advice, and offer support to one another.
Fostering collaboration between health, social care, education, and other relevant agencies can lead to better more comprehensive and coordinated support. Regular communication among these agencies ensures that all aspects of the young person’s well-being are addressed. Promoting access to appropriate psychological therapies tailored to young people can also be helpful where needed. This might include adapted cognitive behavioural therapy (CBT) and other evidence-based practices.
I know where to get support if I want more education or am looking to get a job.
A helpful starting point is to encourage collaboration between education providers, training organisations, employers, health services, and social care. Working together to provide clear and accessible information about available courses, apprenticeships, and support services can better support young people in planning their next steps.
Councils can work with further education colleges on Skills Development and Preparation and pre-Employment Training and programmes that focus on developing essential skills such as communication, time management, and workplace etiquette to prepare young people for the demands of further education or employment.
Mentoring and Peer Support is an important way into further education, apprenticeships and employment. By connecting young people with mentors or peer support groups that can provide advice, share experiences, and offer encouragement throughout their educational or training journey means that the young person develops support networks that can move with them as they progress in education and employment.
Reasonable adjustments and inclusive practices should be highlighted so that all educational institutions and employers are aware of their duty to make reasonable adjustments to accommodate the needs of autistic young people and young people with a learning disability .This can include: partnering with Disability Confident Employers to create inclusive job opportunities; promoting Access to Work grants for workplace adaptations and in-work support; providing careers advice and vocational training opportunities tailored to their strengths and interests; connecting young people with Supported Employment providers and job coaches; and partnering with local employers and businesses to create work experience opportunities.
I know where to find advocacy and advice about my rights in my local area.
Holistic information and advice services can provide comprehensive information hubs that provide clear, accessible information about available services, rights, and entitlements. This includes maintaining an up-to-date directory of local support networks, advocacy organisations, and community resources. Promoting the availability of independent advocacy services to support individuals in understanding and exercising their rights including facilitating access to advocates who can assist during council assessments or navigating concerns about entitlements.