Support for apprentices

Each apprentice is unique will require different types and degrees of support at different stages in their apprenticeship. Apprentices from IfATE’s Apprentice Panel recommend employers and training providers should be prepared to provide advice and guidance related to the following areas.

1. Mental health and wellbeing.
2. Accessing apprentice networks.
3. Mature apprentices.
4. Equality and diversity.
5. Illness and absence.
6. Functional skills.
7. Progression.
8. Redundancy.

 

1. Mental health and wellbeing

Apprentices may experience things at home, at work, or with their wider circle of family and friends that affect their ability to work and learn as effectively at different times during their training.

Here are ten simple steps that training providers and/or employers can take to create learning and working environments that support apprentice wellbeing.

 

Recognition

Making sure that apprentice managers listen to the views of apprentice teams or co-workers and celebrate or share praise about the apprentice’s achievements and performance. For example, by:

• giving rewards after annual or regular appraisals or reviews
• making nominations for awards
• giving shouts out on social media or in newsletters

 

Community

Encouraging the apprentice to be part of communities that are important to them and giving them time and resources to grow. This could be in the form of:

• charity challenges
• opportunities to lead events related to topics they are passionate about
• involvement in diversity and inclusion networks
• membership of wider inter-apprentice or sector-specific networks

Being made to feel part of the team is important. Building a sense of identity and belonging with a welcome pack can help break down initial barriers. 

 

Empowerment

Giving the apprentice independence but also support to explore and grow their own ideas. This could be about offering opportunities to go on courses outside of the apprenticeship – and the time to do those courses within the working day.

 

 Valued input

Making sure the apprentice is involved or exposed to decision making – and giving them recognition for good ideas.

 

Time

Making time to talk to the apprentice about wellbeing in a supportive and safe manner – and being available to them if they need to talk. Being patient and appreciating that each apprentice is learning at their own pace.

 

Relevant support

Making sure there is robust and comprehensive support available to address factors that may impact on an apprentice’s work and training. Apprentices may experience things at home, at work, or with their wider circle of family and friends that affect their ability to work and learn at different times during their training. 

 

Genuine interest

Having quality engagement with the apprentice, their team and training provider on their progress. Showing enthusiasm that they will succeed in their apprenticeship.

 

One-to-one meetings

Creating a safe, honest and supportive relationship between the line manager and the apprentice. This could be in the form of structured monthly meetings or informal check-ins during the working week.

 

External support networks

Signposting additional support, such as free counselling, advice or apps to help with wellbeing. These may be things offered by the training provider, employer or other organisations.

 

Awareness

Giving talks to all staff on the importance of wellbeing. Having mental health first aiders within the organisation. Most importantly, making time to ask questions to see if the apprentice is okay. 
Further support

 

2. Accessing apprentice networks

Employers vary, your apprentice may be one of many and have access to apprentice groups within the organisation. Other apprentices may be the only one employed by their company. There are a number of ways you can support your apprentice to develop their own support network and access useful information. This could be as simple as introducing them to another apprentice or completed apprentice. It could include links through training providers and Local Enterprise Partnerships, access to external sector expertise, visits to other workplaces to give exposure to how other organisations work or joining sector specific organisations such as the Institute of Plumbing, the Institute of Mechanical Engineers and many more. There are also apprentice specific networks you could guide your apprentice towards.

• Institute for Apprenticeships and Technical Education apprentice panel
• Apprentice Ambassador Network
• Disabled Apprentice Network
• Association of Apprentices
• National Society of Apprentices
• National Union of Students
• Student-Staff Liaison Committees

 

3. Mature Apprentices

Older apprentices may have different needs which require support or workplace adjustments. An older apprentice may have childcare commitments which need to be taken into consideration, particularly if the child is ill and needs to be absent from school. Parents may need to take leave during school holidays.

Breastfeeding mothers need to be provided with a safe, clean space to express milk.

 

4. Equality and diversity

Equity, Diversity and Inclusion currently refers to a multitude of terms to include gender, ethnicity, religion, disability, sexual orientation, education, and national origin. The aim for EDI initiatives is to ensure all individuals are respected by their unique needs, perspectives and potential. To recruit those with different backgrounds is to recruit those who think differently. 

Neurodivergence

Everyone’s brain is different and we all function in different ways. A level of neurodiversity is to be expected within the workplace, however some apprentices will have specific neurodivergent conditions which will require you to make reasonable adjustments for them to perform at their best. These might include:

• Attention Deficit Hyperactivity Disorder (ADHD)
• Developmental Coordination Disorder (DCD), sometimes referred to as dyspraxia
• Dyslexia, sometimes referred to as reading disorders/difficulties or literacy difficulties
• Autism
• Dyscalculia, sometimes referred to as specific maths difficulties
• Mental health conditions, such as anxiety and depression, may also commonly overlap with people with autism and neurodivergence

 

Tips to support neurodiversity in the workplace:

1. Support your apprentice to seek a diagnosis if one is required.
2. Read about the condition and have conversations with the apprentice about their needs.
3. Don’t assume a person with any condition will do a task less well if they approach it in a different way.
4. Focus on what you want them to achieve, rather than how you want them to achieve it.
5. Work with your apprentice to implement reasonable adjustments. Adjustments should be made if required, even if the apprentice does not have an official diagnosis yet.

 

Multi-Faith Space

Where possible a Multi-Faith Space should be provided on request for certain populations to pray. This should include washing facilities, a simplistically designed (without provocative images) clean room with chairs.

Employers should consider supporting apprentices for religious holidays by checking the calendar. For example, Muslim apprentices observing Ramadan may need additional rest breaks.

 

5. Illness and Absence

If the apprentice indicates they need to take time off or leave for reasons related to welfare and wellbeing, they should be listened to, and supported. More guidance on breaks in learning is available on the GOV.UK website

 

6. Functional skills

For some apprentices this can be the most daunting part of the apprenticeship, particularly if the apprentice has not recently studied for GCSE maths and English in school. You may need to provide additional support to reach the required level during working hours.

 

7. Progression

It is never too early to start talking about the future with your apprentice and discuss their options once they have successfully completed their apprenticeship.

 

8. Redundancy

Organisations change and occasionally apprentices can find themselves in a redundancy situation. In these circumstances, the existing employer can be support their apprentices by leveraging their networks to see if anyone can employ the apprentice and enable them to complete the apprenticeship. Employers best know the sector and other employers in the region who do similar work, so are well placed to support the apprentice. They can work with the training provider who will also be willing to support the apprentice to find a new employer. As with the apprenticeship itself, what works best is a three-way conversation between the apprentice, employer and provider so that there is no confusion or repetition between the groups.

 

Published 20 September 2024
Last updated 20 September 2024
(CF, NS)