Supporting a young person in a YDAS Program
Your role
The young leader is the participant. You are here to support their access and participation.
Think of your role as part of their access setup: available when needed, but stepping back wherever possible so they can take part directly in the group.
Support might include communication, movement, emotional regulation, understanding information, using technology, or other agreed assistance.
The key principle is:
Support the young person to make decisions and participate themselves, rather than doing things for them.
Supported decision-making means giving someone the help they need to understand, communicate and act on their own choices, while keeping them in control.
Before the workshop
Talk with the young person about what support they want from you. For example:
- When should you step in?
- Do they want you to wait until asked?
- Is there a signal for help?
- How should you support them if they feel overwhelmed?
- Do they want you present in group activities or to step back sometimes?
Check in regularly—preferences can change.
During the workshop
Workshops are designed for young people to learn with and from each other.
Where possible:
- Let the young person lead.
Give them time to respond before stepping in. - Follow their direction.
Help them understand or communicate options, but don’t decide for them. - Allow space.
Silence, thinking time, or hesitation is okay. - Support communication, don’t replace it.
You might help with AAC, clarify, or scribe—but only in ways the young person wants. - Let others speak to them directly.
Try not to become the “middle person” in conversations. - Let them try things.
It’s okay if they do things differently, take time, or make mistakes.
This reflects the principle of respecting self-determination and decision-making.
What to avoid (unless asked by the young person)
- answering for them or completing tasks for them
- deciding whether they participate
- prompting answers you think are “right”
- speaking about their personal experiences for them
- correcting or interpreting their words to others
- taking over group activities
- speaking to facilitators about them while excluding them
Sometimes a young person may want you to do these things—that’s fine if it is their choice. The key is consent and agreement, not assumption.
In the workshop space
This is a shared group program, not a one-to-one session.
Other young people will interact directly with the young leader. Your role is to support that, not sit between them.
At times, facilitators may also ask supporters to step back so participants can engage independently.
Introductions
At the start, you’ll be asked to introduce yourself briefly, for example:
- “I’m Jo, I’m here supporting Sam today.”
No need to share personal details about the young person.
Privacy
- Please treat anything shared in the workshop as private.
- Do not share other participants’ stories, identities, or details outside the program.
- Do not record or take photos unless YDAS has arranged consent.
When to step in
Stepping back does not mean stepping away. Step in when:
- the young person asks you to
- they use an agreed signal
- you are providing agreed access support
- there is an immediate safety concern
- they ask for help communicating
If you need to speak with a facilitator, involve the young person where possible.
Family members and support workers
Whether you are a family member or paid support worker, the approach is the same:
Centre the young person’s choices, privacy, and independence.
Your role is to support their participation, not direct it.
In summary
Your role is to help create the conditions for the young leader to:
- participate directly
- make their own decisions
- connect with other young people
- build confidence as a leader
- The best support is often quiet, responsive, and stepped back—ready when needed, but not in the way when it’s not.
This guide was informed by our past experience, and these useful resources: