For many young people with SEND, finishing college can feel like stepping into the unknown.
The structure disappears. Support often reduces. And families are left asking: “What happens next?”
One of the most powerful routes is the Supported Internship. But it’s not the only option, and it’s not the right fit for everyone.
The key is understanding the full landscape of post-college pathways and making informed, person-centred decisions.
What Is a Supported Internship?
A Supported Internship is a structured, work-based study programme for young people aged 16–24 with an EHCP (there are also some opportunities for young people without an EHCP in some areas).
It typically includes:
- A substantial work placement (often 70%+ of the programme)
- Support from a job coach
- English and maths (where needed)
- A clear goal of paid employment
Supported internships are based on the place-train-maintain model, a key principle of supported employment.
Organisations like BASE UK highlight that this model leads to significantly improved employment outcomes.
Why Supported Internships Matter?
Young people with SEND are currently less likely to be in paid employment than their peers.
According to the Department for Education employment outcomes for young people with SEND remain significantly low. There are too many transitions into long-term unemployment.
Supported internships address this by:
- Providing real workplace experience
- Building employer relationships
- Developing confidence and independence
But They’re Not the Only Option
While supported internships are powerful, they are not suitable for every young person.
A strong transition plan should consider a range of pathways:
- Apprenticeships
- Traineeships
- Day Opportunities / Community Provision
- Volunteering
- Supported Employment
Apprenticeships
For young people ready for a more formal employment route:
- Paid employment with training
- Increasingly inclusive, but still not always accessible
Traineeships (or similar pre-employment programmes)
Designed to:
- Build employability skills
- Prepare for apprenticeships or work
Day Opportunities / Community Provision
For some young people, a stepped approach is needed:
- Focus on independence and life skills
- Community engagement
However, these should not become long-term holding positions without progression planning.
Volunteering with Progression Routes
Can be valuable when:
- It is structured
- It leads somewhere (skills, references, employment opportunities)
Supported Employment (Adult Services)
Post-education, young people may transition into supported employment services:
- Job coaching continues
- Focus on sustaining paid work
What Makes a Good Transition After College?
Start Early
Planning should begin well before college ends – even before college starts.
The SEND Code of Practice (2015) emphasises the importance of forward planning for adulthood outcomes.
Person-Centred
The right pathway depends on:
- The young person’s aspirations
- Their strengths and needs
- Their readiness for employment
Involves Employers
Transitions are more successful when employers are involved early, not as an afterthought.
Has a Clear Outcome
Every pathway should answer:
‘What is this leading to?’ Without this, young people risk cycling through provision without progression.
The Risk of Poor Transition Planning
When transitions are not handled well:
- Young people become NEET (Not in Education, Employment or Training)
- Skills gained in college are lost
- Confidence drops significantly
Research from the National Development Team for Inclusion shows that clear pathways and employment-focused planning are critical to long-term outcomes.
How Future Ready SEND Supports This
At Future Ready SEND, we bridge the gap between education and adulthood by:
- Supporting transition planning before college ends
- Advising on the right pathway (not just the available one)
- Working with employers to create real opportunities
- Supporting families to navigate complex systems
Final Thought
Leaving college should not mean losing direction.
Supported internships offer a powerful route into employment – but they are just one part of a much bigger picture.
What matters most is this:
👉 The pathway is intentional, ambitious, and leads somewhere meaningful.
References
- Department for Education (2015). SEND Code of Practice: 0 to 25 years
- Department for Education (2023). Outcomes for children and young people with SEND
- BASE UK. Supported Internships Guidance.
- National Development Team for Inclusion. Preparing for Adulthood Resources.
