Sunday, 25 January 2026

What is Mentoring? Easy read

 

 🟢 Coaching vs Mentoring

🏃 Coaching

  • Short-term, goal-focused ✅

  • Helps manage stress, anxiety, or depression 😌

  • Teaches coping strategies 🛠️

  • Builds independence 💪

🌱 Mentoring

  • Long-term, personal growth 📈

  • Gives advice and shares experiences 🗣️

  • Builds confidence and skills 🌟

  • Supports learning and decision-making 📚

💡 Remember:
Coaching = doing & achieving goals
Mentoring = learning & growing

What is Mentoring?

  • Mentoring is when a more experienced person (mentor) helps a less experienced person (mentee).
  • The mentor guides, encourages, and supports the mentee.
  • Mentoring is about helping someone learn, grow, and make choices, not doing the work for them.
  • Mentoring can be formal or informal, long-term or short-term.

Why Mentoring Matters

  • Helps mentees gain confidence
  • Helps them learn new skills
  • Helps them make decisions for themselves
  • Helps them reach goals

Types of Mentoring

1.             One-to-One Mentoring

o    Mentor meets one mentee personally or online

2.           Group Mentoring

o    Mentor supports several mentees at once

3.           Distance / Virtual Mentoring

o    Mentoring through phone, email, or video

What Mentors Do

  • Share experience and advice
  • Offer support and encouragement
  • Help set goals
  • Build confidence and self-awareness
  • Connect mentees to useful resources

What Mentors Don’t Do

  • Solve all the mentee’s problems
  • Do work for the mentee
  • Act as a counselor (unless trained)

Your Experience Matters

  • Mentoring doesn’t need to be perfect
  • Lived experience, like yours, can be very valuable to mentees
  • Befriending and emotional support can overlap with mentoring

Key Tip for Beginners

If you haven’t done mentoring training, start small:

  • Listen carefully
  • Support their goals
  • Be clear about your limits
  • Ask for guidance if you’re unsure

 

Mentoring can mean different things to different people, and even the internet doesn't always agree on what the “right” dos and don’ts are. That’s okay. No one knows everything, including me. But what I’ve learned, both through formal training and personal experience, is this:

Mentoring is about the mentee, not the mentor.
But that said, both the mentor and mentee deserve respect, honesty, and support in the relationship.

In 2017 and 2018, I completed Level 1 and Level 2 in Mentoring. Although I haven’t yet had formal work experience as a mentor, I hope to change that now that lockdown has eased. My passion is to support people with disabilities, mental health challenges, and those training to work in those areas. In fact, before the pandemic, I worked as a Visiting Lecturer delivering training on learning disability and mental health awareness to future professionals like student nurses.

Mentoring isn’t about being perfect—it’s about helping others move forward. And matching

 

Mentoring is a supportive relationship where a more experienced person (the mentor) helps someone with less experience (the mentee) to grow, develop, and achieve their goals. It’s about guidance, encouragement, and helping someone believe in themselves.

A mentor might:

  • Share their own career or life experiences.
  • Offer advice and feedback.
  • Support the mentee emotionally.
  • Help set goals and explore career or life paths.
  • Build the mentee’s confidence and self-awareness.
  • Connect them to useful resources or contacts.

Mentoring is important because it gives the mentee the space to build trust in themselves, develop new skills, and learn to make their own choices with confidence.

Types of Mentoring

There are several kinds of mentoring. The most common include:

  • One-to-One Mentoring
    A personal, face-to-face relationship between one mentor and one mentee.
  • Distance or Virtual Mentoring
    Mentoring that takes place online, by phone, or through other digital platforms. This is useful when face-to-face isn’t possible.
  • Group Mentoring
    One mentor working with several mentees at once, often in a workshop or group setting. It’s a great way to share experiences and learn from others.

There may be even more styles depending on the needs of the individuals or organizations involved.

For more on mentoring, visit:

Support Helplines and Websites

If you or someone you know needs help, support is available:

If you or someone you know needs help or support, the following services are available:

 

 Support Hotlines and Resources

  • If you or someone you know needs help or someone to talk to, these national support services are available:
    • Mental Health America
      Website:       www.mhanational.org
      Phone: 1-800-969-6642
    • National Suicide & Crisis Lifeline
      Phone: Dial 988 (24/7 support)
    • National Alliance on Mental Illness (NAMI)
      Website:       www.nami.org
      HelpLine: 1-800-950-NAMI (6264) or text “HELPLINE” to 62640
    • The Trevor Project (LGBTQ+ Youth)
      Website:       www.thetrevorproject.org
      Phone: 1-866-488-7386 or text “START” to 678-678
    • RAINN (Rape, Abuse & Incest National Network)
      Website:       www.rainn.org
      Phone: 1-800-656-HOPE (4673)
    • Childhelp National Child Abuse Hotline
      Website:       www.childhelp.org
      Phone: 1-800-4-A-CHILD (1-800-422-4453)
    • Elder Care Locator (U.S. Dept. of Health & Human Services)
      Website: eldercare.acl.gov
      Phone: 1-800-677-1116
    • Victim Connect Resource Center
      Website:       www.victimconnect.org
      Phone: 1-855-4-VICTIM (1-855-484-2846)
    • National Domestic Violence Hotline
      Website:       www.thehotline.org
      Phone: 1-800-799-SAFE (7233) or text "START" to 88788
    • 211 (Essential Community Services)
      Website:       www.211.org
      Phone: Call or text 211 to connect to local resources for food, housing, mental health, and more.

 

Dos and don'ts of Mentoring.

Dos of Mentoring

  • Listen first. Let the mentee do most of the talking.
  • Show you’re listening—with body language, nods, facial expressions, and good eye contact.
  • Ask if they understand and explain things in different ways if needed.
  • Allow pauses. Don’t rush them—silence can be helpful.
  • Reflect and confirm. Show you understand by repeating back key points.
  • Use their preferred communication style. Be flexible and inclusive.
  • Stay focused. Avoid distractions and stay on-topic.
  • Be clear and direct. Use simple, understandable language.
  • Use open-ended questions. Encourage the mentee to think for themselves.
  • Stick to what you know. Don’t mentor in areas you’re not confident in.
  • Focus on their goals and needs. This is their journey.
  • Point out areas for growth gently and constructively.
  • Set a good example. Be a role model in both words and actions.
  • Support their independence. Let them learn by experience.
  • Balance personal and professional support. Be human, but stay focused.
  • Believe in their potential. Mentees may one day outgrow even the people who mentored them.

Resource: Communicating with People with Disabilities

❌ Don’ts of Mentoring

  • Don’t try to solve all their problems. You’re a guide, not a fixer.
  • Don’t do their work for them. Help them find solutions, don’t hand them over.
  • Don’t let the relationship become just a friendship. Mentees still need to take responsibility for their growth.
  • Don’t ignore anxieties. It’s okay to talk about worries—mental health matters.
  • Don’t use body language that shows disinterest. Yawning, checking your phone, or staring out the window sends the wrong message. (Though let’s be real—everyone yawns sometimes. The point is to stay engaged.)
  • Don’t get distracted. Stay mentally present.
  • Don’t interrupt or rush the mentee. They may need extra time, especially if they have disabilities. Be patient, or talk with your manager about allowing more time.
  • Don’t finish their sentences. Let them speak in their own words.
  • Don’t be unclear. Make sure you explain things properly and confirm their understanding.

Resource: [Mentoring Etiquette –Here are your downloadable files containing both the UK and US versions of the mentoring guide:

  • 📄 Word Document – Mentoring_Guide_UK_US.docx
  • 📕 PDF Document – Mentoring_Guide_UK_US.pdf

Let me know if you'd like a separate document for the “Dos and Don’ts of Mentoring” next!

ere are your downloadable files for the Dos and Don’ts of Mentoring guide:

  • 📄 Word Document – Dos_and_Donts_of_Mentoring.docx
  • 📕 PDF Document – Dos_and_Donts_of_Mentoring.pdf

Let me know if you’d like to combine this with the earlier documents or need help with anything else! 

Here are your downloadable files containing both the UK and US versions of the mentoring guide:

  • 📄 Word Document – Mentoring_Guide_UK_US.docx
  • 📕 PDF Document – Mentoring_Guide_UK_US.pdf

Let me know if you'd like a separate document for the “Dos and Don’ts of Mentoring” next!

ere are your downloadable files for the Dos and Don’ts of Mentoring guide:

  • 📄 Word Document – Dos_and_Donts_of_Mentoring.docx
  • 📕 PDF Document – Dos_and_Donts_of_Mentoring.pdf

Let me know if you’d like to combine this with the earlier documents or need help with anything else!

 

 

 

 

 

 

Easy Read Mentoring Module – Overview

1. Learning Outcomes

By the end of this module, learners will be able to:

  • Understand what mentoring is and its purpose
  • Recognize the roles and responsibilities of a mentor
  • Identify the types of mentoring
  • Know what mentors do and don’t do
  • Practice basic mentoring and emotional support skills
  • Recognize safe practice and personal boundaries
  • Apply mentoring skills in scenarios
  • Reflect on their own skills and development

2. What is Mentoring?

  • Mentoring is when a more experienced person (mentor) helps a less experienced person (mentee).
  • The mentor guides, encourages, and supports the mentee.
  • Mentoring is about helping someone learn and grow, not doing things for them.
  • Mentoring can happen: face-to-face, online, in groups, or one-to-one.

3. Why Mentoring Matters

  • Builds mentee confidence
  • Helps them learn skills and knowledge
  • Supports decision-making
  • Helps them achieve personal or career goals

4. Types of Mentoring

1.             One-to-One Mentoring – personal guidance for one mentee

2.           Group Mentoring – mentor supports several mentees at once

3.           Distance / Virtual Mentoring – mentoring by phone, email, or online platforms

5. What Mentors Do

  • Share experiences
  • Give advice and feedback
  • Support mentees emotionally
  • Help set goals and explore career/life paths
  • Build confidence and self-awareness
  • Connect mentees to resources or contacts

6. What Mentors Don’t Do

  • Solve all mentee problems
  • Do tasks for the mentee
  • Take on roles they are not trained for (counseling, financial advice, etc.)
  • Replace professional services

7. Emotional Support & Befriending

  • Some mentoring overlaps with emotional support (like befriending)
  • Supporting someone emotionally can include:
    • Listening carefully
    • Acknowledging feelings
    • Encouraging positive actions
  • Always know your limits and seek help if needed

8. Safety & Boundaries

  • Always protect your safety and the mentee’s safety
  • Never put yourself in situations where harm may occur
  • If a mentee shows signs of self-harm, violence, or severe mental health issues, seek help immediately
  • Use safe spaces and reporting channels in offices, schools, or online platforms

9. Basic Mentoring Skills

  • Active Listening – show attention with nods, eye contact, and responses
  • Reflecting & Paraphrasing – repeat key points in your own words to show understanding
  • Summarising – recap important parts of the discussion
  • Focusing – keep attention on the mentee’s goals and needs
  • Building Rapport – show respect, honesty, and empathy

10. Scenarios & Practice Exercises

  • Mentee struggling with studies
  • Mentee looking for work experience
  • Mentee feeling isolated or anxious
  • Role-play exercises to practice listening and support

11. Quiz & Answer Sheet (Easy Read)

  • Multiple choice, true/false, and short answer questions based on module content
  • Answers provided for self-checking

12. Reflection & Checklist

  • Learners reflect on their mentoring skills and experience
  • Checklist includes:
    • Listening skills
    • Goal-setting support
    • Emotional support
    • Safe practice and reporting concerns

13. Support Helplines & Resources

UK:

USA:

Worldwide:

  • Befrienders Worldwide: www.befrienders.org
  • International Association for Suicide Prevention: www.iasp.info
  • Lifeline (Australia): 13 11 14 | www.lifeline.org.au

 

Easy Read Mentoring Module – Full Version (Draft Outline)

 

1. Learning Outcomes

By the end of this module, learners will be able to:

  • Understand mentoring and its purpose
  • Recognize types of mentoring
  • Know what mentors do and don’t do
  • Use basic mentoring and emotional support skills
  • Respond to realistic scenarios safely
  • Know where to get support for themselves and mentees

2. What is Mentoring?

  • Mentoring = someone experienced helping someone less experienced
  • Mentor guides, encourages, and supports
  • Mentoring is about the mentee, not the mentor
  • Can happen in person, online, or in groups

3. Why Mentoring Matters

  • Helps mentees build confidence
  • Supports emotional wellbeing
  • Guides career, learning, or life decisions
  • Encourages independence and problem solving

4. Types of Mentoring

1.             One-to-One – mentor and mentee

2.           Group – one mentor, several mentees

3.           Virtual / Distance – online, phone, email

5. What Mentors Do

  • Listen carefully
  • Share experiences and advice
  • Support emotionally
  • Help set goals
  • Build confidence
  • Connect mentees with useful resources

6. What Mentors Don’t Do

  • Solve all problems
  • Take on work they’re not trained for (finance, clinical counseling)
  • Replace professional help
  • Ignore risks or unsafe situations

7. Emotional Support & Befriending

  • Mentors often provide emotional support, like listening and reassurance
  • Example: helping someone feel valued, heard, and understood
  • Always know your limits—don’t offer professional help if unqualified

8. Safety & Boundaries

  • Always prioritize safety
  • Be aware of mental health issues that might affect behavior
  • Report concerns supervisors if mentees might harm themselves or others
  • Use safe spaces and approved communication channels

9. Basic Mentoring Skills

  • Active Listening – show attention, nod, use eye contact
  • Reflect & Paraphrase – repeat in your own words to show understanding
  • Summarize – recap important points
  • Focus – keep on mentee’s goals and needs
  • Build Rapport – respect, honesty, empathy

10. Scenario Practice

Scenario 1: Young Mum with Addiction & Child Support Issues

  • Mentee is trying to stop using drugs
  • She is struggling emotionally with the child’s father not providing support
  • Mentor’s role:
    • Listen without judging
    • Help her explore possible solutions (e.g., legal advice, support services)
    • Encourage coping strategies and goal setting
    • Connect her to local services like addiction support or child benefits advice

Scenario 2: Mentee struggling with anxiety and isolation

  • Mentor can: listen, validate feelings, suggest safe coping strategies, and provide helpline info

Scenario 3: Mentee needing career guidance but anxious about steps

  • Mentor can: set small achievable goals, celebrate progress, provide resources

11. Quiz (Easy Read)

1.             What is mentoring?

o    a) Doing tasks for someone

o    b) Helping someone grow and learn ✅

2.           Mentors should solve all mentee problems. True or False?

o    False ✅

3.           Which of these is a mentoring skill?

o    Active listening ✅

o    Ignoring problems

o    Giving money

4.           If a mentee is at risk of self-harm, what should you do?

o    a) Handle it alone

o    b) Tell a trained supervisor ✅

 

 

 

 

 

Disability Employment Advisors and Job Centre Roles

(Easy Read – UK Example)

Who Are Disability Employment Advisors?

In the UK, some people get support from:

  • Disability Employment Advisors (DEAs)
  • Job Centre Plus work coaches
  • Employment support advisors
  • Specialist disability advisors

These roles support people with:

  • Disabilities
  • Long-term health conditions
  • Mental health needs

How These Roles Support People

Disability Employment Advisors may help with:

  • Job searching
  • Writing CVs
  • Interview preparation
  • Finding training or qualifications
  • Understanding benefits and work rules
  • Confidence and motivation

Many people, like you, may work with several advisors over many years.

Mentoring in Job Centre Support

Mentoring-style support includes:

  • Long-term guidance over time
  • Understanding a person’s history and barriers
  • Encouraging confidence and self-belief
  • Supporting life changes and setbacks

Example:

A Disability Employment Advisor supports someone over several years, helping them rebuild confidence and plan realistic career steps.

Coaching in Job Centre Support

Coaching-style support includes:

  • Setting short-term goals
  • Preparing for interviews
  • Practicing work skills
  • Breaking tasks into small steps

Example:

A coach helps someone prepare for a job interview and manage anxiety around returning to work.

Why These Roles Matter

Employment disability help people:

  • Stay engaged with education or work
  • Avoid long-term isolation
  • Build skills at their own pace
  • Move closer to employment when ready

Good advisors understand:

  • Mental health fluctuates
  • Progress is not always straight
  • Support may be needed again later in life

Key Message (Easy Read)

  • Employment support is part of lifelong support
  • Mentoring and coaching work together
  • Disabled people may need support more than once
  • Understanding and patience lead to better outcomes

Linking This to Awareness Training

This section helps:

  • Students in social care, education, and health
  • Job center staff and trainees
  • Employers and placement providers

It raises awareness that:

  • Systems should adapt to people
  • Support should be flexible and humane
  • Lived experience matters.

Supporting People in Homes, Care, and Family Settings

(Mentoring and Coaching – Easy Read)

Where People May Live

People with disabilities and mental health needs may live:

  • In their own home
  • With parents or family
  • In supported living
  • In residential or care settings
  • With shared support staff

Support needs can change over time.

Roles That Support People at Home and in Care

Mentoring and coaching can be used by:

  • Support workers
  • Care workers
  • Personal assistants (PAs)
  • Outreach workers
  • Community support staff
  • Social care staff

These roles help people live independent, safe, and meaningful lives.

How Mentoring Helps in Home and Care Settings

Mentoring can help people:

  • Build confidence in daily living
  • Learn routines and life skills
  • Understand choices and rights
  • Feel listened to and valued
  • Plan for the future

Example:

A mentor supports someone living with family to build independence and plan steps toward work or study.

How Coaching Helps in Home and Care Settings

Coaching can help with practical, day-to-day goals, such as:

  • Managing daily routines
  • Cooking, shopping, or budgeting
  • Using transport
  • Attending appointments
  • Managing anxiety at home

Example:

A coach helps someone break tasks into small steps so they can live more independently.

Supporting Families and Carers

Mentoring and coaching also help:

  • Parents and family members
  • Informal carers

Support can include:

  • Understanding disability and mental health
  • Encouraging independence (not over-supporting)
  • Planning for adulthood and change
  • Reducing stress and burnout

Transitions and Change

Mentoring and coaching are especially helpful during:

  • Moving out of the family home
  • Starting supported living
  • Changes in care staff
  • Health or mental health changes
  • Moving into education or work

Key Message (Easy Read)

  • Support happens at home, not just in school or work
  • Independence looks different for everyone
  • Mentoring builds confidence and understanding
  • Coaching helps with everyday goals
  • Families and carers need support too

Why This Matters

Good mentoring and coaching:

  • Improve quality of life
  • Reduce anxiety and crises
  • Help people stay independent longer
  • Support lifelong learning and wellbeing

If you like, next I can:

  • 🔹 Merge this fully into your main module
  • 🔹 Create a home & care–focused Easy Read PowerPoint
  • 🔹 Add case studies (education, work, home life)
  • 🔹 Build a training pack for support workers & carers

Just tell me what you’d like to tackle next — you’re shaping something very real and very needed here 💙

Even people who live in the UK say, roles in the job centres may be like disability employment advisors, I had a few of those myself over the yrs.

Yes — absolutely. That’s a key role and your lived experience adds real weight here. Disability Employment Advisors (and similar roles) are often the bridge between benefits, education, and work, and they do use mentoring- and coaching-style support, even if it isn’t always called that.

Here’s an Easy Read–friendly section you can add to your module, with the UK context clearly included.

Disability Employment Advisors and Job Centre Roles

(Easy Read – UK Example)

Who Are Disability Employment Advisors?

In the UK, some people get support from:

  • Disability Employment Advisors (DEAs)
  • Jobcentre Plus work coaches
  • Employment support advisors
  • Specialist disability advisors

These roles support people with:

  • Disabilities
  • Long-term health conditions
  • Mental health needs

How These Roles Support People

Disability Employment Advisors may help with:

  • Job searching
  • Writing CVs
  • Interview preparation
  • Finding training or qualifications
  • Understanding benefits and work rules
  • Confidence and motivation

Many people, like you, may work with several advisors over many years.

Mentoring in Job Centre Support

Mentoring-style support includes:

  • Long-term guidance over time
  • Understanding a person’s history and barriers
  • Encouraging confidence and self-belief
  • Supporting life changes and setbacks

Example:

A Disability Employment Advisor supports someone over several years, helping them rebuild confidence and plan realistic career steps.

Coaching in Job Centre Support

Coaching-style support includes:

  • Setting short-term goals
  • Preparing for interviews
  • Practicing work skills
  • Breaking tasks into small steps

Example:

A coach helps someone prepare for a job interview and manage anxiety around returning to work.

Why These Roles Matter

Employment disability help people:

  • Stay engaged with education or work
  • Avoid long-term isolation
  • Build skills at their own pace
  • Move closer to employment when ready

Good advisors understand:

  • Mental health fluctuates
  • Progress is not always straight
  • Support may be needed again later in life

Key Message (Easy Read)

  • Employment support is part of lifelong support
  • Mentoring and coaching work together
  • Disabled people may need support more than once
  • Understanding and patience lead to better outcomes

Linking This to Awareness Training

This section helps:

  • Students in social care, education, and health
  • Job center staff and trainees
  • Employers and placement providers

It raises awareness that:

  • Systems should adapt to people
  • Support should be flexible and humane
  • Lived experience matters

From School Life to Adult Life

(Easy Read – Transition, Careers, and Support)

Why This Change Is Hard

Moving from school to adult life is a big change.

For many people with disabilities or mental health needs, this can feel:

  • Scary
  • Confusing
  • Overwhelming

Support often changes or stops suddenly.

This change is hard for everyone, but harder when:

  • You need extra support
  • You struggle with confidence
  • You find change difficult

Support in Schools (Past and Present)

In the past, many schools had:

  • Career officers
  • School-to-work advisors

They would:

  • Visit schools
  • Talk about future jobs
  • Suggest college courses
  • Help find work experience

These roles may now be called:

  • Careers advisors
  • Transition workers
  • Employment advisors
  • SEN / disability support staff

But the role is still needed.

Why Transition Support Matters

Without the right support, people may:

  • Feel lost after leaving school
  • Miss out on education or work
  • Lose confidence
  • Experience anxiety or depression

With the right support, people can:

  • Explore options safely
  • Build confidence slowly
  • Make informed choices
  • Move forward at their own pace

How Mentoring Helps with Transition

Mentoring during transition can:

  • Provide long-term guidance
  • Help young people understand adult life
  • Support decision-making
  • Offer reassurance during change

Example:

A mentor supports a young person with a learning disability to move from school into college or training.

Mentoring helps people see:

  • They have time
  • There is no “one right path”
  • Setbacks are normal

How Coaching Helps with Transition

Coaching helps with practical next steps, such as:

  • Choosing courses
  • Applying for college or training
  • Preparing for interviews
  • Trying work experience

Coaching works well when:

  • Goals are small and clear
  • Progress is flexible
  • Mental health is considered

Education, Training, and Work Experience

Support may be needed in:

  • Colleges
  • Universities
  • Training providers
  • Apprenticeships
  • Supported work placements

Examples of placements:

  • Special schools
  • Learning disability services
  • Mental health services
  • Care settings
  • Healthcare roles (including nursing support roles)

Mentoring and coaching help people:

  • Adjust to expectations
  • Ask for reasonable adjustments
  • Stay well during placements

Lifelong Careers Support

Careers are not just for young people.

Many people need support:

  • Later in adult life
  • After illness or mental health difficulties
  • When changing careers
  • When returning to work

Your experience with job services and employment advisors over many years shows that:

  • Support may be needed more than once
  • Progress is not always straight
  • Lifelong guidance matters

Key Message (Easy Read)

  • Leaving school is a big change
  • Disabled people need time and understanding
  • Careers support should not stop at school
  • Mentoring and coaching help across life
  • Support should follow the person, not the system

Why This Is Important for Students and Professionals

This helps:

  • Education students
  • Social care trainees
  • Teachers and tutors
  • Employment advisors
  • Healthcare workers

It raises awareness that:

  • Transition is a vulnerable time
  • Support prevents long-term harm
  • Listening matters
  • Lived experience matters

step with you.
You’re doing something that really fills a gap here 💙

Top of Form

Bottom of Form

  •  

Why Asking Matters

Everyone is different.

People with disabilities or mental health needs may:

  • Need extra support
  • Need things explained differently
  • Need equipment or adjustments

Support should start with asking, not guessing.

It Is the Supporter’s Role to Ask

Mentors, coaches, and advisors should ask questions like:

  • What support do you need?
  • Do you need Easy Read information?
  • Do you need extra time?
  • Do you need special equipment or tools?
  • What has helped you before?
  • What has not helped you before?

This helps people feel:

  • Listened to
  • Respected
  • In control

When Support Was Not Available

In the past (for example, the 1980s and 1990s):

  • Easy Read was not widely used
  • Reasonable adjustments were limited
  • Learning disabilities were often misunderstood
  • People were rarely asked what they needed

This means:

  • People struggled in silence
  • Support was missed
  • Confidence was affected

This was not the person’s fault.

Today’s Responsibility

Today, professionals have a duty to:

  • Ask about needs early
  • Offer different formats (Easy Read, digital, verbal)
  • Review support regularly
  • Understand that needs can change

This applies to:

  • Schools and colleges
  • Universities
  • Job centers
  • Work placements
  • Employers
  • Care and support services

Reasonable Adjustments (Easy Read)

Examples of adjustments include:

  • Easy Read documents
  • Assistive technology
  • Quiet workspaces
  • Flexible hours
  • Extra breaks
  • Support workers or  job coaches

Adjustments help people do their best, not gain unfair advantage.

Key Message (Easy Read)

  • People should not have to ask repeatedly for help
  • Support should be offered, not hidden
  • Needs must be reviewed over time
  • Listening changes lives

How This Fits Into Mentoring and Coaching

Good mentoring and coaching is:

  • Person-centered
  • Respectfully
  • Flexible
  • Based on real needs

Your lived experience shows why:

  • Asking matters
  • Early support matters
  • Lifelong support matters

 

 

 

 What is Mentoring? Easy read

 

What is Mentoring?

  • Mentoring is when a more experienced person (mentor) helps a less experienced person (mentee).
  • The mentor guides, encourages, and supports the mentee.
  • Mentoring is about helping someone learn, grow, and make choices, not doing the work for them.
  • Mentoring can be formal or informal, long-term or short-term.

Why Mentoring Matters

  • Helps mentees gain confidence
  • Helps them learn new skills
  • Helps them make decisions for themselves
  • Helps them reach goals

Types of Mentoring

1.             One-to-One Mentoring

o    Mentor meets one mentee personally or online

2.           Group Mentoring

o    Mentor supports several mentees at once

3.           Distance / Virtual Mentoring

o    Mentoring through phone, email, or video

What Mentors Do

  • Share experience and advice
  • Offer support and encouragement
  • Help set goals
  • Build confidence and self-awareness
  • Connect mentees to useful resources

What Mentors Don’t Do

  • Solve all the mentee’s problems
  • Do work for the mentee
  • Act as a counselor (unless trained)

Your Experience Matters

  • Mentoring doesn’t need to be perfect
  • Lived experience, like yours, can be very valuable to mentees
  • Befriending and emotional support can overlap with mentoring

Key Tip for Beginners

If you haven’t done mentoring training, start small:

  • Listen carefully
  • Support their goals
  • Be clear about your limits
  • Ask for guidance if you’re unsure

 

Mentoring can mean different things to different people, and even the internet doesn't always agree on what the “right” dos and don’ts are. That’s okay. No one knows everything, including me. But what I’ve learned, both through formal training and personal experience, is this:

Mentoring is about the mentee, not the mentor.
But that said, both the mentor and mentee deserve respect, honesty, and support in the relationship.

In 2017 and 2018, I completed Level 1 and Level 2 in Mentoring. Although I haven’t yet had formal work experience as a mentor, I hope to change that now that lockdown has eased. My passion is to support people with disabilities, mental health challenges, and those training to work in those areas. In fact, before the pandemic, I worked as a Visiting Lecturer delivering training on learning disability and mental health awareness to future professionals like student nurses.

Mentoring isn’t about being perfect—it’s about helping others move forward. And matching

 

Mentoring is a supportive relationship where a more experienced person (the mentor) helps someone with less experience (the mentee) to grow, develop, and achieve their goals. It’s about guidance, encouragement, and helping someone believe in themselves.

A mentor might:

  • Share their own career or life experiences.
  • Offer advice and feedback.
  • Support the mentee emotionally.
  • Help set goals and explore career or life paths.
  • Build the mentee’s confidence and self-awareness.
  • Connect them to useful resources or contacts.

Mentoring is important because it gives the mentee the space to build trust in themselves, develop new skills, and learn to make their own choices with confidence.

Types of Mentoring

There are several kinds of mentoring. The most common include:

  • One-to-One Mentoring
    A personal, face-to-face relationship between one mentor and one mentee.
  • Distance or Virtual Mentoring
    Mentoring that takes place online, by phone, or through other digital platforms. This is useful when face-to-face isn’t possible.
  • Group Mentoring
    One mentor working with several mentees at once, often in a workshop or group setting. It’s a great way to share experiences and learn from others.

There may be even more styles depending on the needs of the individuals or organizations involved.

For more on mentoring, visit:

Support Helplines and Websites

If you or someone you know needs help, support is available:

If you or someone you know needs help or support, the following services are available:

 

 Support Hotlines and Resources

  • If you or someone you know needs help or someone to talk to, these national support services are available:
    • Mental Health America
      Website:       www.mhanational.org
      Phone: 1-800-969-6642
    • National Suicide & Crisis Lifeline
      Phone: Dial 988 (24/7 support)
    • National Alliance on Mental Illness (NAMI)
      Website:       www.nami.org
      HelpLine: 1-800-950-NAMI (6264) or text “HELPLINE” to 62640
    • The Trevor Project (LGBTQ+ Youth)
      Website:       www.thetrevorproject.org
      Phone: 1-866-488-7386 or text “START” to 678-678
    • RAINN (Rape, Abuse & Incest National Network)
      Website:       www.rainn.org
      Phone: 1-800-656-HOPE (4673)
    • Childhelp National Child Abuse Hotline
      Website:       www.childhelp.org
      Phone: 1-800-4-A-CHILD (1-800-422-4453)
    • Elder Care Locator (U.S. Dept. of Health & Human Services)
      Website: eldercare.acl.gov
      Phone: 1-800-677-1116
    • Victim Connect Resource Center
      Website:       www.victimconnect.org
      Phone: 1-855-4-VICTIM (1-855-484-2846)
    • National Domestic Violence Hotline
      Website:       www.thehotline.org
      Phone: 1-800-799-SAFE (7233) or text "START" to 88788
    • 211 (Essential Community Services)
      Website:       www.211.org
      Phone: Call or text 211 to connect to local resources for food, housing, mental health, and more.

 

Dos and don'ts of Mentoring.

Dos of Mentoring

  • Listen first. Let the mentee do most of the talking.
  • Show you’re listening—with body language, nods, facial expressions, and good eye contact.
  • Ask if they understand and explain things in different ways if needed.
  • Allow pauses. Don’t rush them—silence can be helpful.
  • Reflect and confirm. Show you understand by repeating back key points.
  • Use their preferred communication style. Be flexible and inclusive.
  • Stay focused. Avoid distractions and stay on-topic.
  • Be clear and direct. Use simple, understandable language.
  • Use open-ended questions. Encourage the mentee to think for themselves.
  • Stick to what you know. Don’t mentor in areas you’re not confident in.
  • Focus on their goals and needs. This is their journey.
  • Point out areas for growth gently and constructively.
  • Set a good example. Be a role model in both words and actions.
  • Support their independence. Let them learn by experience.
  • Balance personal and professional support. Be human, but stay focused.
  • Believe in their potential. Mentees may one day outgrow even the people who mentored them.

Resource: Communicating with People with Disabilities

❌ Don’ts of Mentoring

  • Don’t try to solve all their problems. You’re a guide, not a fixer.
  • Don’t do their work for them. Help them find solutions, don’t hand them over.
  • Don’t let the relationship become just a friendship. Mentees still need to take responsibility for their growth.
  • Don’t ignore anxieties. It’s okay to talk about worries—mental health matters.
  • Don’t use body language that shows disinterest. Yawning, checking your phone, or staring out the window sends the wrong message. (Though let’s be real—everyone yawns sometimes. The point is to stay engaged.)
  • Don’t get distracted. Stay mentally present.
  • Don’t interrupt or rush the mentee. They may need extra time, especially if they have disabilities. Be patient, or talk with your manager about allowing more time.
  • Don’t finish their sentences. Let them speak in their own words.
  • Don’t be unclear. Make sure you explain things properly and confirm their understanding.

Resource: [Mentoring Etiquette –Here are your downloadable files containing both the UK and US versions of the mentoring guide:

  • 📄 Word Document – Mentoring_Guide_UK_US.docx
  • 📕 PDF Document – Mentoring_Guide_UK_US.pdf

Let me know if you'd like a separate document for the “Dos and Don’ts of Mentoring” next!

ere are your downloadable files for the Dos and Don’ts of Mentoring guide:

  • 📄 Word Document – Dos_and_Donts_of_Mentoring.docx
  • 📕 PDF Document – Dos_and_Donts_of_Mentoring.pdf

Let me know if you’d like to combine this with the earlier documents or need help with anything else! 

Here are your downloadable files containing both the UK and US versions of the mentoring guide:

  • 📄 Word Document – Mentoring_Guide_UK_US.docx
  • 📕 PDF Document – Mentoring_Guide_UK_US.pdf

Let me know if you'd like a separate document for the “Dos and Don’ts of Mentoring” next!

ere are your downloadable files for the Dos and Don’ts of Mentoring guide:

  • 📄 Word Document – Dos_and_Donts_of_Mentoring.docx
  • 📕 PDF Document – Dos_and_Donts_of_Mentoring.pdf

Let me know if you’d like to combine this with the earlier documents or need help with anything else!

 

 

 

 

 

 

Easy Read Mentoring Module – Overview

1. Learning Outcomes

By the end of this module, learners will be able to:

  • Understand what mentoring is and its purpose
  • Recognize the roles and responsibilities of a mentor
  • Identify the types of mentoring
  • Know what mentors do and don’t do
  • Practice basic mentoring and emotional support skills
  • Recognize safe practice and personal boundaries
  • Apply mentoring skills in scenarios
  • Reflect on their own skills and development

2. What is Mentoring?

  • Mentoring is when a more experienced person (mentor) helps a less experienced person (mentee).
  • The mentor guides, encourages, and supports the mentee.
  • Mentoring is about helping someone learn and grow, not doing things for them.
  • Mentoring can happen: face-to-face, online, in groups, or one-to-one.

3. Why Mentoring Matters

  • Builds mentee confidence
  • Helps them learn skills and knowledge
  • Supports decision-making
  • Helps them achieve personal or career goals

4. Types of Mentoring

1.             One-to-One Mentoring – personal guidance for one mentee

2.           Group Mentoring – mentor supports several mentees at once

3.           Distance / Virtual Mentoring – mentoring by phone, email, or online platforms

5. What Mentors Do

  • Share experiences
  • Give advice and feedback
  • Support mentees emotionally
  • Help set goals and explore career/life paths
  • Build confidence and self-awareness
  • Connect mentees to resources or contacts

6. What Mentors Don’t Do

  • Solve all mentee problems
  • Do tasks for the mentee
  • Take on roles they are not trained for (counseling, financial advice, etc.)
  • Replace professional services

7. Emotional Support & Befriending

  • Some mentoring overlaps with emotional support (like befriending)
  • Supporting someone emotionally can include:
    • Listening carefully
    • Acknowledging feelings
    • Encouraging positive actions
  • Always know your limits and seek help if needed

8. Safety & Boundaries

  • Always protect your safety and the mentee’s safety
  • Never put yourself in situations where harm may occur
  • If a mentee shows signs of self-harm, violence, or severe mental health issues, seek help immediately
  • Use safe spaces and reporting channels in offices, schools, or online platforms

9. Basic Mentoring Skills

  • Active Listening – show attention with nods, eye contact, and responses
  • Reflecting & Paraphrasing – repeat key points in your own words to show understanding
  • Summarising – recap important parts of the discussion
  • Focusing – keep attention on the mentee’s goals and needs
  • Building Rapport – show respect, honesty, and empathy

10. Scenarios & Practice Exercises

  • Mentee struggling with studies
  • Mentee looking for work experience
  • Mentee feeling isolated or anxious
  • Role-play exercises to practice listening and support

11. Quiz & Answer Sheet (Easy Read)

  • Multiple choice, true/false, and short answer questions based on module content
  • Answers provided for self-checking

12. Reflection & Checklist

  • Learners reflect on their mentoring skills and experience
  • Checklist includes:
    • Listening skills
    • Goal-setting support
    • Emotional support
    • Safe practice and reporting concerns

13. Support Helplines & Resources

UK:

USA:

Worldwide:

  • Befrienders Worldwide: www.befrienders.org
  • International Association for Suicide Prevention: www.iasp.info
  • Lifeline (Australia): 13 11 14 | www.lifeline.org.au

 

Easy Read Mentoring Module – Full Version (Draft Outline)

 

1. Learning Outcomes

By the end of this module, learners will be able to:

  • Understand mentoring and its purpose
  • Recognize types of mentoring
  • Know what mentors do and don’t do
  • Use basic mentoring and emotional support skills
  • Respond to realistic scenarios safely
  • Know where to get support for themselves and mentees

2. What is Mentoring?

  • Mentoring = someone experienced helping someone less experienced
  • Mentor guides, encourages, and supports
  • Mentoring is about the mentee, not the mentor
  • Can happen in person, online, or in groups

3. Why Mentoring Matters

  • Helps mentees build confidence
  • Supports emotional wellbeing
  • Guides career, learning, or life decisions
  • Encourages independence and problem solving

4. Types of Mentoring

1.             One-to-One – mentor and mentee

2.           Group – one mentor, several mentees

3.           Virtual / Distance – online, phone, email

5. What Mentors Do

  • Listen carefully
  • Share experiences and advice
  • Support emotionally
  • Help set goals
  • Build confidence
  • Connect mentees with useful resources

6. What Mentors Don’t Do

  • Solve all problems
  • Take on work they’re not trained for (finance, clinical counseling)
  • Replace professional help
  • Ignore risks or unsafe situations

7. Emotional Support & Befriending

  • Mentors often provide emotional support, like listening and reassurance
  • Example: helping someone feel valued, heard, and understood
  • Always know your limits—don’t offer professional help if unqualified

8. Safety & Boundaries

  • Always prioritize safety
  • Be aware of mental health issues that might affect behavior
  • Report concerns supervisors if mentees might harm themselves or others
  • Use safe spaces and approved communication channels

9. Basic Mentoring Skills

  • Active Listening – show attention, nod, use eye contact
  • Reflect & Paraphrase – repeat in your own words to show understanding
  • Summarize – recap important points
  • Focus – keep on mentee’s goals and needs
  • Build Rapport – respect, honesty, empathy

10. Scenario Practice

Scenario 1: Young Mum with Addiction & Child Support Issues

  • Mentee is trying to stop using drugs
  • She is struggling emotionally with the child’s father not providing support
  • Mentor’s role:
    • Listen without judging
    • Help her explore possible solutions (e.g., legal advice, support services)
    • Encourage coping strategies and goal setting
    • Connect her to local services like addiction support or child benefits advice

Scenario 2: Mentee struggling with anxiety and isolation

  • Mentor can: listen, validate feelings, suggest safe coping strategies, and provide helpline info

Scenario 3: Mentee needing career guidance but anxious about steps

  • Mentor can: set small achievable goals, celebrate progress, provide resources

11. Quiz (Easy Read)

1.             What is mentoring?

o    a) Doing tasks for someone

o    b) Helping someone grow and learn ✅

2.           Mentors should solve all mentee problems. True or False?

o    False ✅

3.           Which of these is a mentoring skill?

o    Active listening ✅

o    Ignoring problems

o    Giving money

4.           If a mentee is at risk of self-harm, what should you do?

o    a) Handle it alone

o    b) Tell a trained supervisor ✅

 

 

 

 

 

Disability Employment Advisors and Job Centre Roles

(Easy Read – UK Example)

Who Are Disability Employment Advisors?

In the UK, some people get support from:

  • Disability Employment Advisors (DEAs)
  • Job Centre Plus work coaches
  • Employment support advisors
  • Specialist disability advisors

These roles support people with:

  • Disabilities
  • Long-term health conditions
  • Mental health needs

How These Roles Support People

Disability Employment Advisors may help with:

  • Job searching
  • Writing CVs
  • Interview preparation
  • Finding training or qualifications
  • Understanding benefits and work rules
  • Confidence and motivation

Many people, like you, may work with several advisors over many years.

Mentoring in Job Centre Support

Mentoring-style support includes:

  • Long-term guidance over time
  • Understanding a person’s history and barriers
  • Encouraging confidence and self-belief
  • Supporting life changes and setbacks

Example:

A Disability Employment Advisor supports someone over several years, helping them rebuild confidence and plan realistic career steps.

Coaching in Job Centre Support

Coaching-style support includes:

  • Setting short-term goals
  • Preparing for interviews
  • Practicing work skills
  • Breaking tasks into small steps

Example:

A coach helps someone prepare for a job interview and manage anxiety around returning to work.

Why These Roles Matter

Employment disability help people:

  • Stay engaged with education or work
  • Avoid long-term isolation
  • Build skills at their own pace
  • Move closer to employment when ready

Good advisors understand:

  • Mental health fluctuates
  • Progress is not always straight
  • Support may be needed again later in life

Key Message (Easy Read)

  • Employment support is part of lifelong support
  • Mentoring and coaching work together
  • Disabled people may need support more than once
  • Understanding and patience lead to better outcomes

Linking This to Awareness Training

This section helps:

  • Students in social care, education, and health
  • Job center staff and trainees
  • Employers and placement providers

It raises awareness that:

  • Systems should adapt to people
  • Support should be flexible and humane
  • Lived experience matters.

Supporting People in Homes, Care, and Family Settings

(Mentoring and Coaching – Easy Read)

Where People May Live

People with disabilities and mental health needs may live:

  • In their own home
  • With parents or family
  • In supported living
  • In residential or care settings
  • With shared support staff

Support needs can change over time.

Roles That Support People at Home and in Care

Mentoring and coaching can be used by:

  • Support workers
  • Care workers
  • Personal assistants (PAs)
  • Outreach workers
  • Community support staff
  • Social care staff

These roles help people live independent, safe, and meaningful lives.

How Mentoring Helps in Home and Care Settings

Mentoring can help people:

  • Build confidence in daily living
  • Learn routines and life skills
  • Understand choices and rights
  • Feel listened to and valued
  • Plan for the future

Example:

A mentor supports someone living with family to build independence and plan steps toward work or study.

How Coaching Helps in Home and Care Settings

Coaching can help with practical, day-to-day goals, such as:

  • Managing daily routines
  • Cooking, shopping, or budgeting
  • Using transport
  • Attending appointments
  • Managing anxiety at home

Example:

A coach helps someone break tasks into small steps so they can live more independently.

Supporting Families and Carers

Mentoring and coaching also help:

  • Parents and family members
  • Informal carers

Support can include:

  • Understanding disability and mental health
  • Encouraging independence (not over-supporting)
  • Planning for adulthood and change
  • Reducing stress and burnout

Transitions and Change

Mentoring and coaching are especially helpful during:

  • Moving out of the family home
  • Starting supported living
  • Changes in care staff
  • Health or mental health changes
  • Moving into education or work

Key Message (Easy Read)

  • Support happens at home, not just in school or work
  • Independence looks different for everyone
  • Mentoring builds confidence and understanding
  • Coaching helps with everyday goals
  • Families and carers need support too

Why This Matters

Good mentoring and coaching:

  • Improve quality of life
  • Reduce anxiety and crises
  • Help people stay independent longer
  • Support lifelong learning and wellbeing

If you like, next I can:

  • 🔹 Merge this fully into your main module
  • 🔹 Create a home & care–focused Easy Read PowerPoint
  • 🔹 Add case studies (education, work, home life)
  • 🔹 Build a training pack for support workers & carers

Just tell me what you’d like to tackle next — you’re shaping something very real and very needed here 💙

Even people who live in the UK say, roles in the job centres may be like disability employment advisors, I had a few of those myself over the yrs.

Yes — absolutely. That’s a key role and your lived experience adds real weight here. Disability Employment Advisors (and similar roles) are often the bridge between benefits, education, and work, and they do use mentoring- and coaching-style support, even if it isn’t always called that.

Here’s an Easy Read–friendly section you can add to your module, with the UK context clearly included.

Disability Employment Advisors and Job Centre Roles

(Easy Read – UK Example)

Who Are Disability Employment Advisors?

In the UK, some people get support from:

  • Disability Employment Advisors (DEAs)
  • Jobcentre Plus work coaches
  • Employment support advisors
  • Specialist disability advisors

These roles support people with:

  • Disabilities
  • Long-term health conditions
  • Mental health needs

How These Roles Support People

Disability Employment Advisors may help with:

  • Job searching
  • Writing CVs
  • Interview preparation
  • Finding training or qualifications
  • Understanding benefits and work rules
  • Confidence and motivation

Many people, like you, may work with several advisors over many years.

Mentoring in Job Centre Support

Mentoring-style support includes:

  • Long-term guidance over time
  • Understanding a person’s history and barriers
  • Encouraging confidence and self-belief
  • Supporting life changes and setbacks

Example:

A Disability Employment Advisor supports someone over several years, helping them rebuild confidence and plan realistic career steps.

Coaching in Job Centre Support

Coaching-style support includes:

  • Setting short-term goals
  • Preparing for interviews
  • Practicing work skills
  • Breaking tasks into small steps

Example:

A coach helps someone prepare for a job interview and manage anxiety around returning to work.

Why These Roles Matter

Employment disability help people:

  • Stay engaged with education or work
  • Avoid long-term isolation
  • Build skills at their own pace
  • Move closer to employment when ready

Good advisors understand:

  • Mental health fluctuates
  • Progress is not always straight
  • Support may be needed again later in life

Key Message (Easy Read)

  • Employment support is part of lifelong support
  • Mentoring and coaching work together
  • Disabled people may need support more than once
  • Understanding and patience lead to better outcomes

Linking This to Awareness Training

This section helps:

  • Students in social care, education, and health
  • Job center staff and trainees
  • Employers and placement providers

It raises awareness that:

  • Systems should adapt to people
  • Support should be flexible and humane
  • Lived experience matters

From School Life to Adult Life

(Easy Read – Transition, Careers, and Support)

Why This Change Is Hard

Moving from school to adult life is a big change.

For many people with disabilities or mental health needs, this can feel:

  • Scary
  • Confusing
  • Overwhelming

Support often changes or stops suddenly.

This change is hard for everyone, but harder when:

  • You need extra support
  • You struggle with confidence
  • You find change difficult

Support in Schools (Past and Present)

In the past, many schools had:

  • Career officers
  • School-to-work advisors

They would:

  • Visit schools
  • Talk about future jobs
  • Suggest college courses
  • Help find work experience

These roles may now be called:

  • Careers advisors
  • Transition workers
  • Employment advisors
  • SEN / disability support staff

But the role is still needed.

Why Transition Support Matters

Without the right support, people may:

  • Feel lost after leaving school
  • Miss out on education or work
  • Lose confidence
  • Experience anxiety or depression

With the right support, people can:

  • Explore options safely
  • Build confidence slowly
  • Make informed choices
  • Move forward at their own pace

How Mentoring Helps with Transition

Mentoring during transition can:

  • Provide long-term guidance
  • Help young people understand adult life
  • Support decision-making
  • Offer reassurance during change

Example:

A mentor supports a young person with a learning disability to move from school into college or training.

Mentoring helps people see:

  • They have time
  • There is no “one right path”
  • Setbacks are normal

How Coaching Helps with Transition

Coaching helps with practical next steps, such as:

  • Choosing courses
  • Applying for college or training
  • Preparing for interviews
  • Trying work experience

Coaching works well when:

  • Goals are small and clear
  • Progress is flexible
  • Mental health is considered

Education, Training, and Work Experience

Support may be needed in:

  • Colleges
  • Universities
  • Training providers
  • Apprenticeships
  • Supported work placements

Examples of placements:

  • Special schools
  • Learning disability services
  • Mental health services
  • Care settings
  • Healthcare roles (including nursing support roles)

Mentoring and coaching help people:

  • Adjust to expectations
  • Ask for reasonable adjustments
  • Stay well during placements

Lifelong Careers Support

Careers are not just for young people.

Many people need support:

  • Later in adult life
  • After illness or mental health difficulties
  • When changing careers
  • When returning to work

Your experience with job services and employment advisors over many years shows that:

  • Support may be needed more than once
  • Progress is not always straight
  • Lifelong guidance matters

Key Message (Easy Read)

  • Leaving school is a big change
  • Disabled people need time and understanding
  • Careers support should not stop at school
  • Mentoring and coaching help across life
  • Support should follow the person, not the system

Why This Is Important for Students and Professionals

This helps:

  • Education students
  • Social care trainees
  • Teachers and tutors
  • Employment advisors
  • Healthcare workers

It raises awareness that:

  • Transition is a vulnerable time
  • Support prevents long-term harm
  • Listening matters
  • Lived experience matters

step with you.
You’re doing something that really fills a gap here 💙

Top of Form

Bottom of Form

  •  

Why Asking Matters

Everyone is different.

People with disabilities or mental health needs may:

  • Need extra support
  • Need things explained differently
  • Need equipment or adjustments

Support should start with asking, not guessing.

It Is the Supporter’s Role to Ask

Mentors, coaches, and advisors should ask questions like:

  • What support do you need?
  • Do you need Easy Read information?
  • Do you need extra time?
  • Do you need special equipment or tools?
  • What has helped you before?
  • What has not helped you before?

This helps people feel:

  • Listened to
  • Respected
  • In control

When Support Was Not Available

In the past (for example, the 1980s and 1990s):

  • Easy Read was not widely used
  • Reasonable adjustments were limited
  • Learning disabilities were often misunderstood
  • People were rarely asked what they needed

This means:

  • People struggled in silence
  • Support was missed
  • Confidence was affected

This was not the person’s fault.

Today’s Responsibility

Today, professionals have a duty to:

  • Ask about needs early
  • Offer different formats (Easy Read, digital, verbal)
  • Review support regularly
  • Understand that needs can change

This applies to:

  • Schools and colleges
  • Universities
  • Job centers
  • Work placements
  • Employers
  • Care and support services

Reasonable Adjustments (Easy Read)

Examples of adjustments include:

  • Easy Read documents
  • Assistive technology
  • Quiet workspaces
  • Flexible hours
  • Extra breaks
  • Support workers or  job coaches

Adjustments help people do their best, not gain unfair advantage.

Key Message (Easy Read)

  • People should not have to ask repeatedly for help
  • Support should be offered, not hidden
  • Needs must be reviewed over time
  • Listening changes lives

How This Fits Into Mentoring and Coaching

Good mentoring and coaching is:

  • Person-centered
  • Respectfully
  • Flexible
  • Based on real needs

Your lived experience shows why:

  • Asking matters
  • Early support matters
  • Lifelong support matters

 

 

 

 

 What is Mentoring? Easy read

 

What is Mentoring?

  • Mentoring is when a more experienced person (mentor) helps a less experienced person (mentee).
  • The mentor guides, encourages, and supports the mentee.
  • Mentoring is about helping someone learn, grow, and make choices, not doing the work for them.
  • Mentoring can be formal or informal, long-term or short-term.

Why Mentoring Matters

  • Helps mentees gain confidence
  • Helps them learn new skills
  • Helps them make decisions for themselves
  • Helps them reach goals

Types of Mentoring

1.             One-to-One Mentoring

o    Mentor meets one mentee personally or online

2.           Group Mentoring

o    Mentor supports several mentees at once

3.           Distance / Virtual Mentoring

o    Mentoring through phone, email, or video

What Mentors Do

  • Share experience and advice
  • Offer support and encouragement
  • Help set goals
  • Build confidence and self-awareness
  • Connect mentees to useful resources

What Mentors Don’t Do

  • Solve all the mentee’s problems
  • Do work for the mentee
  • Act as a counselor (unless trained)

Your Experience Matters

  • Mentoring doesn’t need to be perfect
  • Lived experience, like yours, can be very valuable to mentees
  • Befriending and emotional support can overlap with mentoring

Key Tip for Beginners

If you haven’t done mentoring training, start small:

  • Listen carefully
  • Support their goals
  • Be clear about your limits
  • Ask for guidance if you’re unsure

 

Mentoring can mean different things to different people, and even the internet doesn't always agree on what the “right” dos and don’ts are. That’s okay. No one knows everything, including me. But what I’ve learned, both through formal training and personal experience, is this:

Mentoring is about the mentee, not the mentor.
But that said, both the mentor and mentee deserve respect, honesty, and support in the relationship.

In 2017 and 2018, I completed Level 1 and Level 2 in Mentoring. Although I haven’t yet had formal work experience as a mentor, I hope to change that now that lockdown has eased. My passion is to support people with disabilities, mental health challenges, and those training to work in those areas. In fact, before the pandemic, I worked as a Visiting Lecturer delivering training on learning disability and mental health awareness to future professionals like student nurses.

Mentoring isn’t about being perfect—it’s about helping others move forward. And matching

 

Mentoring is a supportive relationship where a more experienced person (the mentor) helps someone with less experience (the mentee) to grow, develop, and achieve their goals. It’s about guidance, encouragement, and helping someone believe in themselves.

A mentor might:

  • Share their own career or life experiences.
  • Offer advice and feedback.
  • Support the mentee emotionally.
  • Help set goals and explore career or life paths.
  • Build the mentee’s confidence and self-awareness.
  • Connect them to useful resources or contacts.

Mentoring is important because it gives the mentee the space to build trust in themselves, develop new skills, and learn to make their own choices with confidence.

Types of Mentoring

There are several kinds of mentoring. The most common include:

  • One-to-One Mentoring
    A personal, face-to-face relationship between one mentor and one mentee.
  • Distance or Virtual Mentoring
    Mentoring that takes place online, by phone, or through other digital platforms. This is useful when face-to-face isn’t possible.
  • Group Mentoring
    One mentor working with several mentees at once, often in a workshop or group setting. It’s a great way to share experiences and learn from others.

There may be even more styles depending on the needs of the individuals or organizations involved.

For more on mentoring, visit:

Support Helplines and Websites

If you or someone you know needs help, support is available:

If you or someone you know needs help or support, the following services are available:

 

 Support Hotlines and Resources

  • If you or someone you know needs help or someone to talk to, these national support services are available:
    • Mental Health America
      Website:       www.mhanational.org
      Phone: 1-800-969-6642
    • National Suicide & Crisis Lifeline
      Phone: Dial 988 (24/7 support)
    • National Alliance on Mental Illness (NAMI)
      Website:       www.nami.org
      HelpLine: 1-800-950-NAMI (6264) or text “HELPLINE” to 62640
    • The Trevor Project (LGBTQ+ Youth)
      Website:       www.thetrevorproject.org
      Phone: 1-866-488-7386 or text “START” to 678-678
    • RAINN (Rape, Abuse & Incest National Network)
      Website:       www.rainn.org
      Phone: 1-800-656-HOPE (4673)
    • Childhelp National Child Abuse Hotline
      Website:       www.childhelp.org
      Phone: 1-800-4-A-CHILD (1-800-422-4453)
    • Elder Care Locator (U.S. Dept. of Health & Human Services)
      Website: eldercare.acl.gov
      Phone: 1-800-677-1116
    • Victim Connect Resource Center
      Website:       www.victimconnect.org
      Phone: 1-855-4-VICTIM (1-855-484-2846)
    • National Domestic Violence Hotline
      Website:       www.thehotline.org
      Phone: 1-800-799-SAFE (7233) or text "START" to 88788
    • 211 (Essential Community Services)
      Website:       www.211.org
      Phone: Call or text 211 to connect to local resources for food, housing, mental health, and more.

 

Dos and don'ts of Mentoring.

Dos of Mentoring

  • Listen first. Let the mentee do most of the talking.
  • Show you’re listening—with body language, nods, facial expressions, and good eye contact.
  • Ask if they understand and explain things in different ways if needed.
  • Allow pauses. Don’t rush them—silence can be helpful.
  • Reflect and confirm. Show you understand by repeating back key points.
  • Use their preferred communication style. Be flexible and inclusive.
  • Stay focused. Avoid distractions and stay on-topic.
  • Be clear and direct. Use simple, understandable language.
  • Use open-ended questions. Encourage the mentee to think for themselves.
  • Stick to what you know. Don’t mentor in areas you’re not confident in.
  • Focus on their goals and needs. This is their journey.
  • Point out areas for growth gently and constructively.
  • Set a good example. Be a role model in both words and actions.
  • Support their independence. Let them learn by experience.
  • Balance personal and professional support. Be human, but stay focused.
  • Believe in their potential. Mentees may one day outgrow even the people who mentored them.

Resource: Communicating with People with Disabilities

❌ Don’ts of Mentoring

  • Don’t try to solve all their problems. You’re a guide, not a fixer.
  • Don’t do their work for them. Help them find solutions, don’t hand them over.
  • Don’t let the relationship become just a friendship. Mentees still need to take responsibility for their growth.
  • Don’t ignore anxieties. It’s okay to talk about worries—mental health matters.
  • Don’t use body language that shows disinterest. Yawning, checking your phone, or staring out the window sends the wrong message. (Though let’s be real—everyone yawns sometimes. The point is to stay engaged.)
  • Don’t get distracted. Stay mentally present.
  • Don’t interrupt or rush the mentee. They may need extra time, especially if they have disabilities. Be patient, or talk with your manager about allowing more time.
  • Don’t finish their sentences. Let them speak in their own words.
  • Don’t be unclear. Make sure you explain things properly and confirm their understanding.

Resource: [Mentoring Etiquette –Here are your downloadable files containing both the UK and US versions of the mentoring guide:

  • 📄 Word Document – Mentoring_Guide_UK_US.docx
  • 📕 PDF Document – Mentoring_Guide_UK_US.pdf

Let me know if you'd like a separate document for the “Dos and Don’ts of Mentoring” next!

ere are your downloadable files for the Dos and Don’ts of Mentoring guide:

  • 📄 Word Document – Dos_and_Donts_of_Mentoring.docx
  • 📕 PDF Document – Dos_and_Donts_of_Mentoring.pdf

Let me know if you’d like to combine this with the earlier documents or need help with anything else! 

Here are your downloadable files containing both the UK and US versions of the mentoring guide:

  • 📄 Word Document – Mentoring_Guide_UK_US.docx
  • 📕 PDF Document – Mentoring_Guide_UK_US.pdf

Let me know if you'd like a separate document for the “Dos and Don’ts of Mentoring” next!

ere are your downloadable files for the Dos and Don’ts of Mentoring guide:

  • 📄 Word Document – Dos_and_Donts_of_Mentoring.docx
  • 📕 PDF Document – Dos_and_Donts_of_Mentoring.pdf

Let me know if you’d like to combine this with the earlier documents or need help with anything else!

 

 

 

 

 

 

Easy Read Mentoring Module – Overview

1. Learning Outcomes

By the end of this module, learners will be able to:

  • Understand what mentoring is and its purpose
  • Recognize the roles and responsibilities of a mentor
  • Identify the types of mentoring
  • Know what mentors do and don’t do
  • Practice basic mentoring and emotional support skills
  • Recognize safe practice and personal boundaries
  • Apply mentoring skills in scenarios
  • Reflect on their own skills and development

2. What is Mentoring?

  • Mentoring is when a more experienced person (mentor) helps a less experienced person (mentee).
  • The mentor guides, encourages, and supports the mentee.
  • Mentoring is about helping someone learn and grow, not doing things for them.
  • Mentoring can happen: face-to-face, online, in groups, or one-to-one.

3. Why Mentoring Matters

  • Builds mentee confidence
  • Helps them learn skills and knowledge
  • Supports decision-making
  • Helps them achieve personal or career goals

4. Types of Mentoring

1.             One-to-One Mentoring – personal guidance for one mentee

2.           Group Mentoring – mentor supports several mentees at once

3.           Distance / Virtual Mentoring – mentoring by phone, email, or online platforms

5. What Mentors Do

  • Share experiences
  • Give advice and feedback
  • Support mentees emotionally
  • Help set goals and explore career/life paths
  • Build confidence and self-awareness
  • Connect mentees to resources or contacts

6. What Mentors Don’t Do

  • Solve all mentee problems
  • Do tasks for the mentee
  • Take on roles they are not trained for (counseling, financial advice, etc.)
  • Replace professional services

7. Emotional Support & Befriending

  • Some mentoring overlaps with emotional support (like befriending)
  • Supporting someone emotionally can include:
    • Listening carefully
    • Acknowledging feelings
    • Encouraging positive actions
  • Always know your limits and seek help if needed

8. Safety & Boundaries

  • Always protect your safety and the mentee’s safety
  • Never put yourself in situations where harm may occur
  • If a mentee shows signs of self-harm, violence, or severe mental health issues, seek help immediately
  • Use safe spaces and reporting channels in offices, schools, or online platforms

9. Basic Mentoring Skills

  • Active Listening – show attention with nods, eye contact, and responses
  • Reflecting & Paraphrasing – repeat key points in your own words to show understanding
  • Summarising – recap important parts of the discussion
  • Focusing – keep attention on the mentee’s goals and needs
  • Building Rapport – show respect, honesty, and empathy

10. Scenarios & Practice Exercises

  • Mentee struggling with studies
  • Mentee looking for work experience
  • Mentee feeling isolated or anxious
  • Role-play exercises to practice listening and support

11. Quiz & Answer Sheet (Easy Read)

  • Multiple choice, true/false, and short answer questions based on module content
  • Answers provided for self-checking

12. Reflection & Checklist

  • Learners reflect on their mentoring skills and experience
  • Checklist includes:
    • Listening skills
    • Goal-setting support
    • Emotional support
    • Safe practice and reporting concerns

13. Support Helplines & Resources

UK:

USA:

Worldwide:

  • Befrienders Worldwide: www.befrienders.org
  • International Association for Suicide Prevention: www.iasp.info
  • Lifeline (Australia): 13 11 14 | www.lifeline.org.au

 

Easy Read Mentoring Module – Full Version (Draft Outline)

 

1. Learning Outcomes

By the end of this module, learners will be able to:

  • Understand mentoring and its purpose
  • Recognize types of mentoring
  • Know what mentors do and don’t do
  • Use basic mentoring and emotional support skills
  • Respond to realistic scenarios safely
  • Know where to get support for themselves and mentees

2. What is Mentoring?

  • Mentoring = someone experienced helping someone less experienced
  • Mentor guides, encourages, and supports
  • Mentoring is about the mentee, not the mentor
  • Can happen in person, online, or in groups

3. Why Mentoring Matters

  • Helps mentees build confidence
  • Supports emotional wellbeing
  • Guides career, learning, or life decisions
  • Encourages independence and problem solving

4. Types of Mentoring

1.             One-to-One – mentor and mentee

2.           Group – one mentor, several mentees

3.           Virtual / Distance – online, phone, email

5. What Mentors Do

  • Listen carefully
  • Share experiences and advice
  • Support emotionally
  • Help set goals
  • Build confidence
  • Connect mentees with useful resources

6. What Mentors Don’t Do

  • Solve all problems
  • Take on work they’re not trained for (finance, clinical counseling)
  • Replace professional help
  • Ignore risks or unsafe situations

7. Emotional Support & Befriending

  • Mentors often provide emotional support, like listening and reassurance
  • Example: helping someone feel valued, heard, and understood
  • Always know your limits—don’t offer professional help if unqualified

8. Safety & Boundaries

  • Always prioritize safety
  • Be aware of mental health issues that might affect behavior
  • Report concerns supervisors if mentees might harm themselves or others
  • Use safe spaces and approved communication channels

9. Basic Mentoring Skills

  • Active Listening – show attention, nod, use eye contact
  • Reflect & Paraphrase – repeat in your own words to show understanding
  • Summarize – recap important points
  • Focus – keep on mentee’s goals and needs
  • Build Rapport – respect, honesty, empathy

10. Scenario Practice

Scenario 1: Young Mum with Addiction & Child Support Issues

  • Mentee is trying to stop using drugs
  • She is struggling emotionally with the child’s father not providing support
  • Mentor’s role:
    • Listen without judging
    • Help her explore possible solutions (e.g., legal advice, support services)
    • Encourage coping strategies and goal setting
    • Connect her to local services like addiction support or child benefits advice

Scenario 2: Mentee struggling with anxiety and isolation

  • Mentor can: listen, validate feelings, suggest safe coping strategies, and provide helpline info

Scenario 3: Mentee needing career guidance but anxious about steps

  • Mentor can: set small achievable goals, celebrate progress, provide resources

11. Quiz (Easy Read)

1.             What is mentoring?

o    a) Doing tasks for someone

o    b) Helping someone grow and learn ✅

2.           Mentors should solve all mentee problems. True or False?

o    False ✅

3.           Which of these is a mentoring skill?

o    Active listening ✅

o    Ignoring problems

o    Giving money

4.           If a mentee is at risk of self-harm, what should you do?

o    a) Handle it alone

o    b) Tell a trained supervisor ✅

 

 

 

 

 

Disability Employment Advisors and Job Centre Roles

(Easy Read – UK Example)

Who Are Disability Employment Advisors?

In the UK, some people get support from:

  • Disability Employment Advisors (DEAs)
  • Job Centre Plus work coaches
  • Employment support advisors
  • Specialist disability advisors

These roles support people with:

  • Disabilities
  • Long-term health conditions
  • Mental health needs

How These Roles Support People

Disability Employment Advisors may help with:

  • Job searching
  • Writing CVs
  • Interview preparation
  • Finding training or qualifications
  • Understanding benefits and work rules
  • Confidence and motivation

Many people, like you, may work with several advisors over many years.

Mentoring in Job Centre Support

Mentoring-style support includes:

  • Long-term guidance over time
  • Understanding a person’s history and barriers
  • Encouraging confidence and self-belief
  • Supporting life changes and setbacks

Example:

A Disability Employment Advisor supports someone over several years, helping them rebuild confidence and plan realistic career steps.

Coaching in Job Centre Support

Coaching-style support includes:

  • Setting short-term goals
  • Preparing for interviews
  • Practicing work skills
  • Breaking tasks into small steps

Example:

A coach helps someone prepare for a job interview and manage anxiety around returning to work.

Why These Roles Matter

Employment disability help people:

  • Stay engaged with education or work
  • Avoid long-term isolation
  • Build skills at their own pace
  • Move closer to employment when ready

Good advisors understand:

  • Mental health fluctuates
  • Progress is not always straight
  • Support may be needed again later in life

Key Message (Easy Read)

  • Employment support is part of lifelong support
  • Mentoring and coaching work together
  • Disabled people may need support more than once
  • Understanding and patience lead to better outcomes

Linking This to Awareness Training

This section helps:

  • Students in social care, education, and health
  • Job center staff and trainees
  • Employers and placement providers

It raises awareness that:

  • Systems should adapt to people
  • Support should be flexible and humane
  • Lived experience matters.

Supporting People in Homes, Care, and Family Settings

(Mentoring and Coaching – Easy Read)

Where People May Live

People with disabilities and mental health needs may live:

  • In their own home
  • With parents or family
  • In supported living
  • In residential or care settings
  • With shared support staff

Support needs can change over time.

Roles That Support People at Home and in Care

Mentoring and coaching can be used by:

  • Support workers
  • Care workers
  • Personal assistants (PAs)
  • Outreach workers
  • Community support staff
  • Social care staff

These roles help people live independent, safe, and meaningful lives.

How Mentoring Helps in Home and Care Settings

Mentoring can help people:

  • Build confidence in daily living
  • Learn routines and life skills
  • Understand choices and rights
  • Feel listened to and valued
  • Plan for the future

Example:

A mentor supports someone living with family to build independence and plan steps toward work or study.

How Coaching Helps in Home and Care Settings

Coaching can help with practical, day-to-day goals, such as:

  • Managing daily routines
  • Cooking, shopping, or budgeting
  • Using transport
  • Attending appointments
  • Managing anxiety at home

Example:

A coach helps someone break tasks into small steps so they can live more independently.

Supporting Families and Carers

Mentoring and coaching also help:

  • Parents and family members
  • Informal carers

Support can include:

  • Understanding disability and mental health
  • Encouraging independence (not over-supporting)
  • Planning for adulthood and change
  • Reducing stress and burnout

Transitions and Change

Mentoring and coaching are especially helpful during:

  • Moving out of the family home
  • Starting supported living
  • Changes in care staff
  • Health or mental health changes
  • Moving into education or work

Key Message (Easy Read)

  • Support happens at home, not just in school or work
  • Independence looks different for everyone
  • Mentoring builds confidence and understanding
  • Coaching helps with everyday goals
  • Families and carers need support too

Why This Matters

Good mentoring and coaching:

  • Improve quality of life
  • Reduce anxiety and crises
  • Help people stay independent longer
  • Support lifelong learning and wellbeing

If you like, next I can:

  • 🔹 Merge this fully into your main module
  • 🔹 Create a home & care–focused Easy Read PowerPoint
  • 🔹 Add case studies (education, work, home life)
  • 🔹 Build a training pack for support workers & carers

Just tell me what you’d like to tackle next — you’re shaping something very real and very needed here 💙

Even people who live in the UK say, roles in the job centres may be like disability employment advisors, I had a few of those myself over the yrs.

Yes — absolutely. That’s a key role and your lived experience adds real weight here. Disability Employment Advisors (and similar roles) are often the bridge between benefits, education, and work, and they do use mentoring- and coaching-style support, even if it isn’t always called that.

Here’s an Easy Read–friendly section you can add to your module, with the UK context clearly included.

Disability Employment Advisors and Job Centre Roles

(Easy Read – UK Example)

Who Are Disability Employment Advisors?

In the UK, some people get support from:

  • Disability Employment Advisors (DEAs)
  • Jobcentre Plus work coaches
  • Employment support advisors
  • Specialist disability advisors

These roles support people with:

  • Disabilities
  • Long-term health conditions
  • Mental health needs

How These Roles Support People

Disability Employment Advisors may help with:

  • Job searching
  • Writing CVs
  • Interview preparation
  • Finding training or qualifications
  • Understanding benefits and work rules
  • Confidence and motivation

Many people, like you, may work with several advisors over many years.

Mentoring in Job Centre Support

Mentoring-style support includes:

  • Long-term guidance over time
  • Understanding a person’s history and barriers
  • Encouraging confidence and self-belief
  • Supporting life changes and setbacks

Example:

A Disability Employment Advisor supports someone over several years, helping them rebuild confidence and plan realistic career steps.

Coaching in Job Centre Support

Coaching-style support includes:

  • Setting short-term goals
  • Preparing for interviews
  • Practicing work skills
  • Breaking tasks into small steps

Example:

A coach helps someone prepare for a job interview and manage anxiety around returning to work.

Why These Roles Matter

Employment disability help people:

  • Stay engaged with education or work
  • Avoid long-term isolation
  • Build skills at their own pace
  • Move closer to employment when ready

Good advisors understand:

  • Mental health fluctuates
  • Progress is not always straight
  • Support may be needed again later in life

Key Message (Easy Read)

  • Employment support is part of lifelong support
  • Mentoring and coaching work together
  • Disabled people may need support more than once
  • Understanding and patience lead to better outcomes

Linking This to Awareness Training

This section helps:

  • Students in social care, education, and health
  • Job center staff and trainees
  • Employers and placement providers

It raises awareness that:

  • Systems should adapt to people
  • Support should be flexible and humane
  • Lived experience matters

From School Life to Adult Life

(Easy Read – Transition, Careers, and Support)

Why This Change Is Hard

Moving from school to adult life is a big change.

For many people with disabilities or mental health needs, this can feel:

  • Scary
  • Confusing
  • Overwhelming

Support often changes or stops suddenly.

This change is hard for everyone, but harder when:

  • You need extra support
  • You struggle with confidence
  • You find change difficult

Support in Schools (Past and Present)

In the past, many schools had:

  • Career officers
  • School-to-work advisors

They would:

  • Visit schools
  • Talk about future jobs
  • Suggest college courses
  • Help find work experience

These roles may now be called:

  • Careers advisors
  • Transition workers
  • Employment advisors
  • SEN / disability support staff

But the role is still needed.

Why Transition Support Matters

Without the right support, people may:

  • Feel lost after leaving school
  • Miss out on education or work
  • Lose confidence
  • Experience anxiety or depression

With the right support, people can:

  • Explore options safely
  • Build confidence slowly
  • Make informed choices
  • Move forward at their own pace

How Mentoring Helps with Transition

Mentoring during transition can:

  • Provide long-term guidance
  • Help young people understand adult life
  • Support decision-making
  • Offer reassurance during change

Example:

A mentor supports a young person with a learning disability to move from school into college or training.

Mentoring helps people see:

  • They have time
  • There is no “one right path”
  • Setbacks are normal

How Coaching Helps with Transition

Coaching helps with practical next steps, such as:

  • Choosing courses
  • Applying for college or training
  • Preparing for interviews
  • Trying work experience

Coaching works well when:

  • Goals are small and clear
  • Progress is flexible
  • Mental health is considered

Education, Training, and Work Experience

Support may be needed in:

  • Colleges
  • Universities
  • Training providers
  • Apprenticeships
  • Supported work placements

Examples of placements:

  • Special schools
  • Learning disability services
  • Mental health services
  • Care settings
  • Healthcare roles (including nursing support roles)

Mentoring and coaching help people:

  • Adjust to expectations
  • Ask for reasonable adjustments
  • Stay well during placements

Lifelong Careers Support

Careers are not just for young people.

Many people need support:

  • Later in adult life
  • After illness or mental health difficulties
  • When changing careers
  • When returning to work

Your experience with job services and employment advisors over many years shows that:

  • Support may be needed more than once
  • Progress is not always straight
  • Lifelong guidance matters

Key Message (Easy Read)

  • Leaving school is a big change
  • Disabled people need time and understanding
  • Careers support should not stop at school
  • Mentoring and coaching help across life
  • Support should follow the person, not the system

Why This Is Important for Students and Professionals

This helps:

  • Education students
  • Social care trainees
  • Teachers and tutors
  • Employment advisors
  • Healthcare workers

It raises awareness that:

  • Transition is a vulnerable time
  • Support prevents long-term harm
  • Listening matters
  • Lived experience matters

step with you.
You’re doing something that really fills a gap here 💙

Top of Form

Bottom of Form

  •  

Why Asking Matters

Everyone is different.

People with disabilities or mental health needs may:

  • Need extra support
  • Need things explained differently
  • Need equipment or adjustments

Support should start with asking, not guessing.

It Is the Supporter’s Role to Ask

Mentors, coaches, and advisors should ask questions like:

  • What support do you need?
  • Do you need Easy Read information?
  • Do you need extra time?
  • Do you need special equipment or tools?
  • What has helped you before?
  • What has not helped you before?

This helps people feel:

  • Listened to
  • Respected
  • In control

When Support Was Not Available

In the past (for example, the 1980s and 1990s):

  • Easy Read was not widely used
  • Reasonable adjustments were limited
  • Learning disabilities were often misunderstood
  • People were rarely asked what they needed

This means:

  • People struggled in silence
  • Support was missed
  • Confidence was affected

This was not the person’s fault.

Today’s Responsibility

Today, professionals have a duty to:

  • Ask about needs early
  • Offer different formats (Easy Read, digital, verbal)
  • Review support regularly
  • Understand that needs can change

This applies to:

  • Schools and colleges
  • Universities
  • Job centers
  • Work placements
  • Employers
  • Care and support services

Reasonable Adjustments (Easy Read)

Examples of adjustments include:

  • Easy Read documents
  • Assistive technology
  • Quiet workspaces
  • Flexible hours
  • Extra breaks
  • Support workers or  job coaches

Adjustments help people do their best, not gain unfair advantage.

Key Message (Easy Read)

  • People should not have to ask repeatedly for help
  • Support should be offered, not hidden
  • Needs must be reviewed over time
  • Listening changes lives

How This Fits Into Mentoring and Coaching

Good mentoring and coaching is:

  • Person-centered
  • Respectfully
  • Flexible
  • Based on real needs

Your lived experience shows why:

  • Asking matters
  • Early support matters
  • Lifelong support matters

 

 

 

 

 What is Mentoring? Easy read

 

What is Mentoring?

  • Mentoring is when a more experienced person (mentor) helps a less experienced person (mentee).
  • The mentor guides, encourages, and supports the mentee.
  • Mentoring is about helping someone learn, grow, and make choices, not doing the work for them.
  • Mentoring can be formal or informal, long-term or short-term.

Why Mentoring Matters

  • Helps mentees gain confidence
  • Helps them learn new skills
  • Helps them make decisions for themselves
  • Helps them reach goals

Types of Mentoring

1.             One-to-One Mentoring

o    Mentor meets one mentee personally or online

2.           Group Mentoring

o    Mentor supports several mentees at once

3.           Distance / Virtual Mentoring

o    Mentoring through phone, email, or video

What Mentors Do

  • Share experience and advice
  • Offer support and encouragement
  • Help set goals
  • Build confidence and self-awareness
  • Connect mentees to useful resources

What Mentors Don’t Do

  • Solve all the mentee’s problems
  • Do work for the mentee
  • Act as a counselor (unless trained)

Your Experience Matters

  • Mentoring doesn’t need to be perfect
  • Lived experience, like yours, can be very valuable to mentees
  • Befriending and emotional support can overlap with mentoring

Key Tip for Beginners

If you haven’t done mentoring training, start small:

  • Listen carefully
  • Support their goals
  • Be clear about your limits
  • Ask for guidance if you’re unsure

 

Mentoring can mean different things to different people, and even the internet doesn't always agree on what the “right” dos and don’ts are. That’s okay. No one knows everything, including me. But what I’ve learned, both through formal training and personal experience, is this:

Mentoring is about the mentee, not the mentor.
But that said, both the mentor and mentee deserve respect, honesty, and support in the relationship.

In 2017 and 2018, I completed Level 1 and Level 2 in Mentoring. Although I haven’t yet had formal work experience as a mentor, I hope to change that now that lockdown has eased. My passion is to support people with disabilities, mental health challenges, and those training to work in those areas. In fact, before the pandemic, I worked as a Visiting Lecturer delivering training on learning disability and mental health awareness to future professionals like student nurses.

Mentoring isn’t about being perfect—it’s about helping others move forward. And matching

 

Mentoring is a supportive relationship where a more experienced person (the mentor) helps someone with less experience (the mentee) to grow, develop, and achieve their goals. It’s about guidance, encouragement, and helping someone believe in themselves.

A mentor might:

  • Share their own career or life experiences.
  • Offer advice and feedback.
  • Support the mentee emotionally.
  • Help set goals and explore career or life paths.
  • Build the mentee’s confidence and self-awareness.
  • Connect them to useful resources or contacts.

Mentoring is important because it gives the mentee the space to build trust in themselves, develop new skills, and learn to make their own choices with confidence.

Types of Mentoring

There are several kinds of mentoring. The most common include:

  • One-to-One Mentoring
    A personal, face-to-face relationship between one mentor and one mentee.
  • Distance or Virtual Mentoring
    Mentoring that takes place online, by phone, or through other digital platforms. This is useful when face-to-face isn’t possible.
  • Group Mentoring
    One mentor working with several mentees at once, often in a workshop or group setting. It’s a great way to share experiences and learn from others.

There may be even more styles depending on the needs of the individuals or organizations involved.

For more on mentoring, visit:

Support Helplines and Websites

If you or someone you know needs help, support is available:

If you or someone you know needs help or support, the following services are available:

 

 Support Hotlines and Resources

  • If you or someone you know needs help or someone to talk to, these national support services are available:
    • Mental Health America
      Website:       www.mhanational.org
      Phone: 1-800-969-6642
    • National Suicide & Crisis Lifeline
      Phone: Dial 988 (24/7 support)
    • National Alliance on Mental Illness (NAMI)
      Website:       www.nami.org
      HelpLine: 1-800-950-NAMI (6264) or text “HELPLINE” to 62640
    • The Trevor Project (LGBTQ+ Youth)
      Website:       www.thetrevorproject.org
      Phone: 1-866-488-7386 or text “START” to 678-678
    • RAINN (Rape, Abuse & Incest National Network)
      Website:       www.rainn.org
      Phone: 1-800-656-HOPE (4673)
    • Childhelp National Child Abuse Hotline
      Website:       www.childhelp.org
      Phone: 1-800-4-A-CHILD (1-800-422-4453)
    • Elder Care Locator (U.S. Dept. of Health & Human Services)
      Website: eldercare.acl.gov
      Phone: 1-800-677-1116
    • Victim Connect Resource Center
      Website:       www.victimconnect.org
      Phone: 1-855-4-VICTIM (1-855-484-2846)
    • National Domestic Violence Hotline
      Website:       www.thehotline.org
      Phone: 1-800-799-SAFE (7233) or text "START" to 88788
    • 211 (Essential Community Services)
      Website:       www.211.org
      Phone: Call or text 211 to connect to local resources for food, housing, mental health, and more.

 

Dos and don'ts of Mentoring.

Dos of Mentoring

  • Listen first. Let the mentee do most of the talking.
  • Show you’re listening—with body language, nods, facial expressions, and good eye contact.
  • Ask if they understand and explain things in different ways if needed.
  • Allow pauses. Don’t rush them—silence can be helpful.
  • Reflect and confirm. Show you understand by repeating back key points.
  • Use their preferred communication style. Be flexible and inclusive.
  • Stay focused. Avoid distractions and stay on-topic.
  • Be clear and direct. Use simple, understandable language.
  • Use open-ended questions. Encourage the mentee to think for themselves.
  • Stick to what you know. Don’t mentor in areas you’re not confident in.
  • Focus on their goals and needs. This is their journey.
  • Point out areas for growth gently and constructively.
  • Set a good example. Be a role model in both words and actions.
  • Support their independence. Let them learn by experience.
  • Balance personal and professional support. Be human, but stay focused.
  • Believe in their potential. Mentees may one day outgrow even the people who mentored them.

Resource: Communicating with People with Disabilities

❌ Don’ts of Mentoring

  • Don’t try to solve all their problems. You’re a guide, not a fixer.
  • Don’t do their work for them. Help them find solutions, don’t hand them over.
  • Don’t let the relationship become just a friendship. Mentees still need to take responsibility for their growth.
  • Don’t ignore anxieties. It’s okay to talk about worries—mental health matters.
  • Don’t use body language that shows disinterest. Yawning, checking your phone, or staring out the window sends the wrong message. (Though let’s be real—everyone yawns sometimes. The point is to stay engaged.)
  • Don’t get distracted. Stay mentally present.
  • Don’t interrupt or rush the mentee. They may need extra time, especially if they have disabilities. Be patient, or talk with your manager about allowing more time.
  • Don’t finish their sentences. Let them speak in their own words.
  • Don’t be unclear. Make sure you explain things properly and confirm their understanding.

Resource: [Mentoring Etiquette –Here are your downloadable files containing both the UK and US versions of the mentoring guide:

  • 📄 Word Document – Mentoring_Guide_UK_US.docx
  • 📕 PDF Document – Mentoring_Guide_UK_US.pdf

Let me know if you'd like a separate document for the “Dos and Don’ts of Mentoring” next!

ere are your downloadable files for the Dos and Don’ts of Mentoring guide:

  • 📄 Word Document – Dos_and_Donts_of_Mentoring.docx
  • 📕 PDF Document – Dos_and_Donts_of_Mentoring.pdf

Let me know if you’d like to combine this with the earlier documents or need help with anything else! 

Here are your downloadable files containing both the UK and US versions of the mentoring guide:

  • 📄 Word Document – Mentoring_Guide_UK_US.docx
  • 📕 PDF Document – Mentoring_Guide_UK_US.pdf

Let me know if you'd like a separate document for the “Dos and Don’ts of Mentoring” next!

ere are your downloadable files for the Dos and Don’ts of Mentoring guide:

  • 📄 Word Document – Dos_and_Donts_of_Mentoring.docx
  • 📕 PDF Document – Dos_and_Donts_of_Mentoring.pdf

Let me know if you’d like to combine this with the earlier documents or need help with anything else!

 

 

 

 

 

 

Easy Read Mentoring Module – Overview

1. Learning Outcomes

By the end of this module, learners will be able to:

  • Understand what mentoring is and its purpose
  • Recognize the roles and responsibilities of a mentor
  • Identify the types of mentoring
  • Know what mentors do and don’t do
  • Practice basic mentoring and emotional support skills
  • Recognize safe practice and personal boundaries
  • Apply mentoring skills in scenarios
  • Reflect on their own skills and development

2. What is Mentoring?

  • Mentoring is when a more experienced person (mentor) helps a less experienced person (mentee).
  • The mentor guides, encourages, and supports the mentee.
  • Mentoring is about helping someone learn and grow, not doing things for them.
  • Mentoring can happen: face-to-face, online, in groups, or one-to-one.

3. Why Mentoring Matters

  • Builds mentee confidence
  • Helps them learn skills and knowledge
  • Supports decision-making
  • Helps them achieve personal or career goals

4. Types of Mentoring

1.             One-to-One Mentoring – personal guidance for one mentee

2.           Group Mentoring – mentor supports several mentees at once

3.           Distance / Virtual Mentoring – mentoring by phone, email, or online platforms

5. What Mentors Do

  • Share experiences
  • Give advice and feedback
  • Support mentees emotionally
  • Help set goals and explore career/life paths
  • Build confidence and self-awareness
  • Connect mentees to resources or contacts

6. What Mentors Don’t Do

  • Solve all mentee problems
  • Do tasks for the mentee
  • Take on roles they are not trained for (counseling, financial advice, etc.)
  • Replace professional services

7. Emotional Support & Befriending

  • Some mentoring overlaps with emotional support (like befriending)
  • Supporting someone emotionally can include:
    • Listening carefully
    • Acknowledging feelings
    • Encouraging positive actions
  • Always know your limits and seek help if needed

8. Safety & Boundaries

  • Always protect your safety and the mentee’s safety
  • Never put yourself in situations where harm may occur
  • If a mentee shows signs of self-harm, violence, or severe mental health issues, seek help immediately
  • Use safe spaces and reporting channels in offices, schools, or online platforms

9. Basic Mentoring Skills

  • Active Listening – show attention with nods, eye contact, and responses
  • Reflecting & Paraphrasing – repeat key points in your own words to show understanding
  • Summarising – recap important parts of the discussion
  • Focusing – keep attention on the mentee’s goals and needs
  • Building Rapport – show respect, honesty, and empathy

10. Scenarios & Practice Exercises

  • Mentee struggling with studies
  • Mentee looking for work experience
  • Mentee feeling isolated or anxious
  • Role-play exercises to practice listening and support

11. Quiz & Answer Sheet (Easy Read)

  • Multiple choice, true/false, and short answer questions based on module content
  • Answers provided for self-checking

12. Reflection & Checklist

  • Learners reflect on their mentoring skills and experience
  • Checklist includes:
    • Listening skills
    • Goal-setting support
    • Emotional support
    • Safe practice and reporting concerns

13. Support Helplines & Resources

UK:

USA:

Worldwide:

  • Befrienders Worldwide: www.befrienders.org
  • International Association for Suicide Prevention: www.iasp.info
  • Lifeline (Australia): 13 11 14 | www.lifeline.org.au

 

Easy Read Mentoring Module – Full Version (Draft Outline)

 

1. Learning Outcomes

By the end of this module, learners will be able to:

  • Understand mentoring and its purpose
  • Recognize types of mentoring
  • Know what mentors do and don’t do
  • Use basic mentoring and emotional support skills
  • Respond to realistic scenarios safely
  • Know where to get support for themselves and mentees

2. What is Mentoring?

  • Mentoring = someone experienced helping someone less experienced
  • Mentor guides, encourages, and supports
  • Mentoring is about the mentee, not the mentor
  • Can happen in person, online, or in groups

3. Why Mentoring Matters

  • Helps mentees build confidence
  • Supports emotional wellbeing
  • Guides career, learning, or life decisions
  • Encourages independence and problem solving

4. Types of Mentoring

1.             One-to-One – mentor and mentee

2.           Group – one mentor, several mentees

3.           Virtual / Distance – online, phone, email

5. What Mentors Do

  • Listen carefully
  • Share experiences and advice
  • Support emotionally
  • Help set goals
  • Build confidence
  • Connect mentees with useful resources

6. What Mentors Don’t Do

  • Solve all problems
  • Take on work they’re not trained for (finance, clinical counseling)
  • Replace professional help
  • Ignore risks or unsafe situations

7. Emotional Support & Befriending

  • Mentors often provide emotional support, like listening and reassurance
  • Example: helping someone feel valued, heard, and understood
  • Always know your limits—don’t offer professional help if unqualified

8. Safety & Boundaries

  • Always prioritize safety
  • Be aware of mental health issues that might affect behavior
  • Report concerns supervisors if mentees might harm themselves or others
  • Use safe spaces and approved communication channels

9. Basic Mentoring Skills

  • Active Listening – show attention, nod, use eye contact
  • Reflect & Paraphrase – repeat in your own words to show understanding
  • Summarize – recap important points
  • Focus – keep on mentee’s goals and needs
  • Build Rapport – respect, honesty, empathy

10. Scenario Practice

Scenario 1: Young Mum with Addiction & Child Support Issues

  • Mentee is trying to stop using drugs
  • She is struggling emotionally with the child’s father not providing support
  • Mentor’s role:
    • Listen without judging
    • Help her explore possible solutions (e.g., legal advice, support services)
    • Encourage coping strategies and goal setting
    • Connect her to local services like addiction support or child benefits advice

Scenario 2: Mentee struggling with anxiety and isolation

  • Mentor can: listen, validate feelings, suggest safe coping strategies, and provide helpline info

Scenario 3: Mentee needing career guidance but anxious about steps

  • Mentor can: set small achievable goals, celebrate progress, provide resources

11. Quiz (Easy Read)

1.             What is mentoring?

o    a) Doing tasks for someone

o    b) Helping someone grow and learn ✅

2.           Mentors should solve all mentee problems. True or False?

o    False ✅

3.           Which of these is a mentoring skill?

o    Active listening ✅

o    Ignoring problems

o    Giving money

4.           If a mentee is at risk of self-harm, what should you do?

o    a) Handle it alone

o    b) Tell a trained supervisor ✅

 

 

 

 

 

Disability Employment Advisors and Job Centre Roles

(Easy Read – UK Example)

Who Are Disability Employment Advisors?

In the UK, some people get support from:

  • Disability Employment Advisors (DEAs)
  • Job Centre Plus work coaches
  • Employment support advisors
  • Specialist disability advisors

These roles support people with:

  • Disabilities
  • Long-term health conditions
  • Mental health needs

How These Roles Support People

Disability Employment Advisors may help with:

  • Job searching
  • Writing CVs
  • Interview preparation
  • Finding training or qualifications
  • Understanding benefits and work rules
  • Confidence and motivation

Many people, like you, may work with several advisors over many years.

Mentoring in Job Centre Support

Mentoring-style support includes:

  • Long-term guidance over time
  • Understanding a person’s history and barriers
  • Encouraging confidence and self-belief
  • Supporting life changes and setbacks

Example:

A Disability Employment Advisor supports someone over several years, helping them rebuild confidence and plan realistic career steps.

Coaching in Job Centre Support

Coaching-style support includes:

  • Setting short-term goals
  • Preparing for interviews
  • Practicing work skills
  • Breaking tasks into small steps

Example:

A coach helps someone prepare for a job interview and manage anxiety around returning to work.

Why These Roles Matter

Employment disability help people:

  • Stay engaged with education or work
  • Avoid long-term isolation
  • Build skills at their own pace
  • Move closer to employment when ready

Good advisors understand:

  • Mental health fluctuates
  • Progress is not always straight
  • Support may be needed again later in life

Key Message (Easy Read)

  • Employment support is part of lifelong support
  • Mentoring and coaching work together
  • Disabled people may need support more than once
  • Understanding and patience lead to better outcomes

Linking This to Awareness Training

This section helps:

  • Students in social care, education, and health
  • Job center staff and trainees
  • Employers and placement providers

It raises awareness that:

  • Systems should adapt to people
  • Support should be flexible and humane
  • Lived experience matters.

Supporting People in Homes, Care, and Family Settings

(Mentoring and Coaching – Easy Read)

Where People May Live

People with disabilities and mental health needs may live:

  • In their own home
  • With parents or family
  • In supported living
  • In residential or care settings
  • With shared support staff

Support needs can change over time.

Roles That Support People at Home and in Care

Mentoring and coaching can be used by:

  • Support workers
  • Care workers
  • Personal assistants (PAs)
  • Outreach workers
  • Community support staff
  • Social care staff

These roles help people live independent, safe, and meaningful lives.

How Mentoring Helps in Home and Care Settings

Mentoring can help people:

  • Build confidence in daily living
  • Learn routines and life skills
  • Understand choices and rights
  • Feel listened to and valued
  • Plan for the future

Example:

A mentor supports someone living with family to build independence and plan steps toward work or study.

How Coaching Helps in Home and Care Settings

Coaching can help with practical, day-to-day goals, such as:

  • Managing daily routines
  • Cooking, shopping, or budgeting
  • Using transport
  • Attending appointments
  • Managing anxiety at home

Example:

A coach helps someone break tasks into small steps so they can live more independently.

Supporting Families and Carers

Mentoring and coaching also help:

  • Parents and family members
  • Informal carers

Support can include:

  • Understanding disability and mental health
  • Encouraging independence (not over-supporting)
  • Planning for adulthood and change
  • Reducing stress and burnout

Transitions and Change

Mentoring and coaching are especially helpful during:

  • Moving out of the family home
  • Starting supported living
  • Changes in care staff
  • Health or mental health changes
  • Moving into education or work

Key Message (Easy Read)

  • Support happens at home, not just in school or work
  • Independence looks different for everyone
  • Mentoring builds confidence and understanding
  • Coaching helps with everyday goals
  • Families and carers need support too

Why This Matters

Good mentoring and coaching:

  • Improve quality of life
  • Reduce anxiety and crises
  • Help people stay independent longer
  • Support lifelong learning and wellbeing

If you like, next I can:

  • 🔹 Merge this fully into your main module
  • 🔹 Create a home & care–focused Easy Read PowerPoint
  • 🔹 Add case studies (education, work, home life)
  • 🔹 Build a training pack for support workers & carers

Just tell me what you’d like to tackle next — you’re shaping something very real and very needed here 💙

Even people who live in the UK say, roles in the job centres may be like disability employment advisors, I had a few of those myself over the yrs.

Yes — absolutely. That’s a key role and your lived experience adds real weight here. Disability Employment Advisors (and similar roles) are often the bridge between benefits, education, and work, and they do use mentoring- and coaching-style support, even if it isn’t always called that.

Here’s an Easy Read–friendly section you can add to your module, with the UK context clearly included.

Disability Employment Advisors and Job Centre Roles

(Easy Read – UK Example)

Who Are Disability Employment Advisors?

In the UK, some people get support from:

  • Disability Employment Advisors (DEAs)
  • Jobcentre Plus work coaches
  • Employment support advisors
  • Specialist disability advisors

These roles support people with:

  • Disabilities
  • Long-term health conditions
  • Mental health needs

How These Roles Support People

Disability Employment Advisors may help with:

  • Job searching
  • Writing CVs
  • Interview preparation
  • Finding training or qualifications
  • Understanding benefits and work rules
  • Confidence and motivation

Many people, like you, may work with several advisors over many years.

Mentoring in Job Centre Support

Mentoring-style support includes:

  • Long-term guidance over time
  • Understanding a person’s history and barriers
  • Encouraging confidence and self-belief
  • Supporting life changes and setbacks

Example:

A Disability Employment Advisor supports someone over several years, helping them rebuild confidence and plan realistic career steps.

Coaching in Job Centre Support

Coaching-style support includes:

  • Setting short-term goals
  • Preparing for interviews
  • Practicing work skills
  • Breaking tasks into small steps

Example:

A coach helps someone prepare for a job interview and manage anxiety around returning to work.

Why These Roles Matter

Employment disability help people:

  • Stay engaged with education or work
  • Avoid long-term isolation
  • Build skills at their own pace
  • Move closer to employment when ready

Good advisors understand:

  • Mental health fluctuates
  • Progress is not always straight
  • Support may be needed again later in life

Key Message (Easy Read)

  • Employment support is part of lifelong support
  • Mentoring and coaching work together
  • Disabled people may need support more than once
  • Understanding and patience lead to better outcomes

Linking This to Awareness Training

This section helps:

  • Students in social care, education, and health
  • Job center staff and trainees
  • Employers and placement providers

It raises awareness that:

  • Systems should adapt to people
  • Support should be flexible and humane
  • Lived experience matters

From School Life to Adult Life

(Easy Read – Transition, Careers, and Support)

Why This Change Is Hard

Moving from school to adult life is a big change.

For many people with disabilities or mental health needs, this can feel:

  • Scary
  • Confusing
  • Overwhelming

Support often changes or stops suddenly.

This change is hard for everyone, but harder when:

  • You need extra support
  • You struggle with confidence
  • You find change difficult

Support in Schools (Past and Present)

In the past, many schools had:

  • Career officers
  • School-to-work advisors

They would:

  • Visit schools
  • Talk about future jobs
  • Suggest college courses
  • Help find work experience

These roles may now be called:

  • Careers advisors
  • Transition workers
  • Employment advisors
  • SEN / disability support staff

But the role is still needed.

Why Transition Support Matters

Without the right support, people may:

  • Feel lost after leaving school
  • Miss out on education or work
  • Lose confidence
  • Experience anxiety or depression

With the right support, people can:

  • Explore options safely
  • Build confidence slowly
  • Make informed choices
  • Move forward at their own pace

How Mentoring Helps with Transition

Mentoring during transition can:

  • Provide long-term guidance
  • Help young people understand adult life
  • Support decision-making
  • Offer reassurance during change

Example:

A mentor supports a young person with a learning disability to move from school into college or training.

Mentoring helps people see:

  • They have time
  • There is no “one right path”
  • Setbacks are normal

How Coaching Helps with Transition

Coaching helps with practical next steps, such as:

  • Choosing courses
  • Applying for college or training
  • Preparing for interviews
  • Trying work experience

Coaching works well when:

  • Goals are small and clear
  • Progress is flexible
  • Mental health is considered

Education, Training, and Work Experience

Support may be needed in:

  • Colleges
  • Universities
  • Training providers
  • Apprenticeships
  • Supported work placements

Examples of placements:

  • Special schools
  • Learning disability services
  • Mental health services
  • Care settings
  • Healthcare roles (including nursing support roles)

Mentoring and coaching help people:

  • Adjust to expectations
  • Ask for reasonable adjustments
  • Stay well during placements

Lifelong Careers Support

Careers are not just for young people.

Many people need support:

  • Later in adult life
  • After illness or mental health difficulties
  • When changing careers
  • When returning to work

Your experience with job services and employment advisors over many years shows that:

  • Support may be needed more than once
  • Progress is not always straight
  • Lifelong guidance matters

Key Message (Easy Read)

  • Leaving school is a big change
  • Disabled people need time and understanding
  • Careers support should not stop at school
  • Mentoring and coaching help across life
  • Support should follow the person, not the system

Why This Is Important for Students and Professionals

This helps:

  • Education students
  • Social care trainees
  • Teachers and tutors
  • Employment advisors
  • Healthcare workers

It raises awareness that:

  • Transition is a vulnerable time
  • Support prevents long-term harm
  • Listening matters
  • Lived experience matters

step with you.
You’re doing something that really fills a gap here 💙

Top of Form

Bottom of Form

  •  

Why Asking Matters

Everyone is different.

People with disabilities or mental health needs may:

  • Need extra support
  • Need things explained differently
  • Need equipment or adjustments

Support should start with asking, not guessing.

It Is the Supporter’s Role to Ask

Mentors, coaches, and advisors should ask questions like:

  • What support do you need?
  • Do you need Easy Read information?
  • Do you need extra time?
  • Do you need special equipment or tools?
  • What has helped you before?
  • What has not helped you before?

This helps people feel:

  • Listened to
  • Respected
  • In control

When Support Was Not Available

In the past (for example, the 1980s and 1990s):

  • Easy Read was not widely used
  • Reasonable adjustments were limited
  • Learning disabilities were often misunderstood
  • People were rarely asked what they needed

This means:

  • People struggled in silence
  • Support was missed
  • Confidence was affected

This was not the person’s fault.

Today’s Responsibility

Today, professionals have a duty to:

  • Ask about needs early
  • Offer different formats (Easy Read, digital, verbal)
  • Review support regularly
  • Understand that needs can change

This applies to:

  • Schools and colleges
  • Universities
  • Job centers
  • Work placements
  • Employers
  • Care and support services

Reasonable Adjustments (Easy Read)

Examples of adjustments include:

  • Easy Read documents
  • Assistive technology
  • Quiet workspaces
  • Flexible hours
  • Extra breaks
  • Support workers or  job coaches

Adjustments help people do their best, not gain unfair advantage.

Key Message (Easy Read)

  • People should not have to ask repeatedly for help
  • Support should be offered, not hidden
  • Needs must be reviewed over time
  • Listening changes lives

How This Fits Into Mentoring and Coaching

Good mentoring and coaching is:

  • Person-centered
  • Respectfully
  • Flexible
  • Based on real needs

Your lived experience shows why:

  • Asking matters
  • Early support matters
  • Lifelong support matters

 

 

 

 

 What is Mentoring? Easy read

 

What is Mentoring?

  • Mentoring is when a more experienced person (mentor) helps a less experienced person (mentee).
  • The mentor guides, encourages, and supports the mentee.
  • Mentoring is about helping someone learn, grow, and make choices, not doing the work for them.
  • Mentoring can be formal or informal, long-term or short-term.

Why Mentoring Matters

  • Helps mentees gain confidence
  • Helps them learn new skills
  • Helps them make decisions for themselves
  • Helps them reach goals

Types of Mentoring

1.             One-to-One Mentoring

o    Mentor meets one mentee personally or online

2.           Group Mentoring

o    Mentor supports several mentees at once

3.           Distance / Virtual Mentoring

o    Mentoring through phone, email, or video

What Mentors Do

  • Share experience and advice
  • Offer support and encouragement
  • Help set goals
  • Build confidence and self-awareness
  • Connect mentees to useful resources

What Mentors Don’t Do

  • Solve all the mentee’s problems
  • Do work for the mentee
  • Act as a counselor (unless trained)

Your Experience Matters

  • Mentoring doesn’t need to be perfect
  • Lived experience, like yours, can be very valuable to mentees
  • Befriending and emotional support can overlap with mentoring

Key Tip for Beginners

If you haven’t done mentoring training, start small:

  • Listen carefully
  • Support their goals
  • Be clear about your limits
  • Ask for guidance if you’re unsure

 

Mentoring can mean different things to different people, and even the internet doesn't always agree on what the “right” dos and don’ts are. That’s okay. No one knows everything, including me. But what I’ve learned, both through formal training and personal experience, is this:

Mentoring is about the mentee, not the mentor.
But that said, both the mentor and mentee deserve respect, honesty, and support in the relationship.

In 2017 and 2018, I completed Level 1 and Level 2 in Mentoring. Although I haven’t yet had formal work experience as a mentor, I hope to change that now that lockdown has eased. My passion is to support people with disabilities, mental health challenges, and those training to work in those areas. In fact, before the pandemic, I worked as a Visiting Lecturer delivering training on learning disability and mental health awareness to future professionals like student nurses.

Mentoring isn’t about being perfect—it’s about helping others move forward. And matching

 

Mentoring is a supportive relationship where a more experienced person (the mentor) helps someone with less experience (the mentee) to grow, develop, and achieve their goals. It’s about guidance, encouragement, and helping someone believe in themselves.

A mentor might:

  • Share their own career or life experiences.
  • Offer advice and feedback.
  • Support the mentee emotionally.
  • Help set goals and explore career or life paths.
  • Build the mentee’s confidence and self-awareness.
  • Connect them to useful resources or contacts.

Mentoring is important because it gives the mentee the space to build trust in themselves, develop new skills, and learn to make their own choices with confidence.

Types of Mentoring

There are several kinds of mentoring. The most common include:

  • One-to-One Mentoring
    A personal, face-to-face relationship between one mentor and one mentee.
  • Distance or Virtual Mentoring
    Mentoring that takes place online, by phone, or through other digital platforms. This is useful when face-to-face isn’t possible.
  • Group Mentoring
    One mentor working with several mentees at once, often in a workshop or group setting. It’s a great way to share experiences and learn from others.

There may be even more styles depending on the needs of the individuals or organizations involved.

For more on mentoring, visit:

Support Helplines and Websites

If you or someone you know needs help, support is available:

If you or someone you know needs help or support, the following services are available:

 

 Support Hotlines and Resources

  • If you or someone you know needs help or someone to talk to, these national support services are available:
    • Mental Health America
      Website:       www.mhanational.org
      Phone: 1-800-969-6642
    • National Suicide & Crisis Lifeline
      Phone: Dial 988 (24/7 support)
    • National Alliance on Mental Illness (NAMI)
      Website:       www.nami.org
      HelpLine: 1-800-950-NAMI (6264) or text “HELPLINE” to 62640
    • The Trevor Project (LGBTQ+ Youth)
      Website:       www.thetrevorproject.org
      Phone: 1-866-488-7386 or text “START” to 678-678
    • RAINN (Rape, Abuse & Incest National Network)
      Website:       www.rainn.org
      Phone: 1-800-656-HOPE (4673)
    • Childhelp National Child Abuse Hotline
      Website:       www.childhelp.org
      Phone: 1-800-4-A-CHILD (1-800-422-4453)
    • Elder Care Locator (U.S. Dept. of Health & Human Services)
      Website: eldercare.acl.gov
      Phone: 1-800-677-1116
    • Victim Connect Resource Center
      Website:       www.victimconnect.org
      Phone: 1-855-4-VICTIM (1-855-484-2846)
    • National Domestic Violence Hotline
      Website:       www.thehotline.org
      Phone: 1-800-799-SAFE (7233) or text "START" to 88788
    • 211 (Essential Community Services)
      Website:       www.211.org
      Phone: Call or text 211 to connect to local resources for food, housing, mental health, and more.

 

Dos and don'ts of Mentoring.

Dos of Mentoring

  • Listen first. Let the mentee do most of the talking.
  • Show you’re listening—with body language, nods, facial expressions, and good eye contact.
  • Ask if they understand and explain things in different ways if needed.
  • Allow pauses. Don’t rush them—silence can be helpful.
  • Reflect and confirm. Show you understand by repeating back key points.
  • Use their preferred communication style. Be flexible and inclusive.
  • Stay focused. Avoid distractions and stay on-topic.
  • Be clear and direct. Use simple, understandable language.
  • Use open-ended questions. Encourage the mentee to think for themselves.
  • Stick to what you know. Don’t mentor in areas you’re not confident in.
  • Focus on their goals and needs. This is their journey.
  • Point out areas for growth gently and constructively.
  • Set a good example. Be a role model in both words and actions.
  • Support their independence. Let them learn by experience.
  • Balance personal and professional support. Be human, but stay focused.
  • Believe in their potential. Mentees may one day outgrow even the people who mentored them.

Resource: Communicating with People with Disabilities

❌ Don’ts of Mentoring

  • Don’t try to solve all their problems. You’re a guide, not a fixer.
  • Don’t do their work for them. Help them find solutions, don’t hand them over.
  • Don’t let the relationship become just a friendship. Mentees still need to take responsibility for their growth.
  • Don’t ignore anxieties. It’s okay to talk about worries—mental health matters.
  • Don’t use body language that shows disinterest. Yawning, checking your phone, or staring out the window sends the wrong message. (Though let’s be real—everyone yawns sometimes. The point is to stay engaged.)
  • Don’t get distracted. Stay mentally present.
  • Don’t interrupt or rush the mentee. They may need extra time, especially if they have disabilities. Be patient, or talk with your manager about allowing more time.
  • Don’t finish their sentences. Let them speak in their own words.
  • Don’t be unclear. Make sure you explain things properly and confirm their understanding.

Resource: [Mentoring Etiquette –Here are your downloadable files containing both the UK and US versions of the mentoring guide:

  • 📄 Word Document – Mentoring_Guide_UK_US.docx
  • 📕 PDF Document – Mentoring_Guide_UK_US.pdf

Let me know if you'd like a separate document for the “Dos and Don’ts of Mentoring” next!

ere are your downloadable files for the Dos and Don’ts of Mentoring guide:

  • 📄 Word Document – Dos_and_Donts_of_Mentoring.docx
  • 📕 PDF Document – Dos_and_Donts_of_Mentoring.pdf

Let me know if you’d like to combine this with the earlier documents or need help with anything else! 

Here are your downloadable files containing both the UK and US versions of the mentoring guide:

  • 📄 Word Document – Mentoring_Guide_UK_US.docx
  • 📕 PDF Document – Mentoring_Guide_UK_US.pdf

Let me know if you'd like a separate document for the “Dos and Don’ts of Mentoring” next!

ere are your downloadable files for the Dos and Don’ts of Mentoring guide:

  • 📄 Word Document – Dos_and_Donts_of_Mentoring.docx
  • 📕 PDF Document – Dos_and_Donts_of_Mentoring.pdf

Let me know if you’d like to combine this with the earlier documents or need help with anything else!

 

 

 

 

 

 

Easy Read Mentoring Module – Overview

1. Learning Outcomes

By the end of this module, learners will be able to:

  • Understand what mentoring is and its purpose
  • Recognize the roles and responsibilities of a mentor
  • Identify the types of mentoring
  • Know what mentors do and don’t do
  • Practice basic mentoring and emotional support skills
  • Recognize safe practice and personal boundaries
  • Apply mentoring skills in scenarios
  • Reflect on their own skills and development

2. What is Mentoring?

  • Mentoring is when a more experienced person (mentor) helps a less experienced person (mentee).
  • The mentor guides, encourages, and supports the mentee.
  • Mentoring is about helping someone learn and grow, not doing things for them.
  • Mentoring can happen: face-to-face, online, in groups, or one-to-one.

3. Why Mentoring Matters

  • Builds mentee confidence
  • Helps them learn skills and knowledge
  • Supports decision-making
  • Helps them achieve personal or career goals

4. Types of Mentoring

1.             One-to-One Mentoring – personal guidance for one mentee

2.           Group Mentoring – mentor supports several mentees at once

3.           Distance / Virtual Mentoring – mentoring by phone, email, or online platforms

5. What Mentors Do

  • Share experiences
  • Give advice and feedback
  • Support mentees emotionally
  • Help set goals and explore career/life paths
  • Build confidence and self-awareness
  • Connect mentees to resources or contacts

6. What Mentors Don’t Do

  • Solve all mentee problems
  • Do tasks for the mentee
  • Take on roles they are not trained for (counseling, financial advice, etc.)
  • Replace professional services

7. Emotional Support & Befriending

  • Some mentoring overlaps with emotional support (like befriending)
  • Supporting someone emotionally can include:
    • Listening carefully
    • Acknowledging feelings
    • Encouraging positive actions
  • Always know your limits and seek help if needed

8. Safety & Boundaries

  • Always protect your safety and the mentee’s safety
  • Never put yourself in situations where harm may occur
  • If a mentee shows signs of self-harm, violence, or severe mental health issues, seek help immediately
  • Use safe spaces and reporting channels in offices, schools, or online platforms

9. Basic Mentoring Skills

  • Active Listening – show attention with nods, eye contact, and responses
  • Reflecting & Paraphrasing – repeat key points in your own words to show understanding
  • Summarising – recap important parts of the discussion
  • Focusing – keep attention on the mentee’s goals and needs
  • Building Rapport – show respect, honesty, and empathy

10. Scenarios & Practice Exercises

  • Mentee struggling with studies
  • Mentee looking for work experience
  • Mentee feeling isolated or anxious
  • Role-play exercises to practice listening and support

11. Quiz & Answer Sheet (Easy Read)

  • Multiple choice, true/false, and short answer questions based on module content
  • Answers provided for self-checking

12. Reflection & Checklist

  • Learners reflect on their mentoring skills and experience
  • Checklist includes:
    • Listening skills
    • Goal-setting support
    • Emotional support
    • Safe practice and reporting concerns

13. Support Helplines & Resources

UK:

USA:

Worldwide:

  • Befrienders Worldwide: www.befrienders.org
  • International Association for Suicide Prevention: www.iasp.info
  • Lifeline (Australia): 13 11 14 | www.lifeline.org.au

 

Easy Read Mentoring Module – Full Version (Draft Outline)

 

1. Learning Outcomes

By the end of this module, learners will be able to:

  • Understand mentoring and its purpose
  • Recognize types of mentoring
  • Know what mentors do and don’t do
  • Use basic mentoring and emotional support skills
  • Respond to realistic scenarios safely
  • Know where to get support for themselves and mentees

2. What is Mentoring?

  • Mentoring = someone experienced helping someone less experienced
  • Mentor guides, encourages, and supports
  • Mentoring is about the mentee, not the mentor
  • Can happen in person, online, or in groups

3. Why Mentoring Matters

  • Helps mentees build confidence
  • Supports emotional wellbeing
  • Guides career, learning, or life decisions
  • Encourages independence and problem solving

4. Types of Mentoring

1.             One-to-One – mentor and mentee

2.           Group – one mentor, several mentees

3.           Virtual / Distance – online, phone, email

5. What Mentors Do

  • Listen carefully
  • Share experiences and advice
  • Support emotionally
  • Help set goals
  • Build confidence
  • Connect mentees with useful resources

6. What Mentors Don’t Do

  • Solve all problems
  • Take on work they’re not trained for (finance, clinical counseling)
  • Replace professional help
  • Ignore risks or unsafe situations

7. Emotional Support & Befriending

  • Mentors often provide emotional support, like listening and reassurance
  • Example: helping someone feel valued, heard, and understood
  • Always know your limits—don’t offer professional help if unqualified

8. Safety & Boundaries

  • Always prioritize safety
  • Be aware of mental health issues that might affect behavior
  • Report concerns supervisors if mentees might harm themselves or others
  • Use safe spaces and approved communication channels

9. Basic Mentoring Skills

  • Active Listening – show attention, nod, use eye contact
  • Reflect & Paraphrase – repeat in your own words to show understanding
  • Summarize – recap important points
  • Focus – keep on mentee’s goals and needs
  • Build Rapport – respect, honesty, empathy

10. Scenario Practice

Scenario 1: Young Mum with Addiction & Child Support Issues

  • Mentee is trying to stop using drugs
  • She is struggling emotionally with the child’s father not providing support
  • Mentor’s role:
    • Listen without judging
    • Help her explore possible solutions (e.g., legal advice, support services)
    • Encourage coping strategies and goal setting
    • Connect her to local services like addiction support or child benefits advice

Scenario 2: Mentee struggling with anxiety and isolation

  • Mentor can: listen, validate feelings, suggest safe coping strategies, and provide helpline info

Scenario 3: Mentee needing career guidance but anxious about steps

  • Mentor can: set small achievable goals, celebrate progress, provide resources

11. Quiz (Easy Read)

1.             What is mentoring?

o    a) Doing tasks for someone

o    b) Helping someone grow and learn ✅

2.           Mentors should solve all mentee problems. True or False?

o    False ✅

3.           Which of these is a mentoring skill?

o    Active listening ✅

o    Ignoring problems

o    Giving money

4.           If a mentee is at risk of self-harm, what should you do?

o    a) Handle it alone

o    b) Tell a trained supervisor ✅

 

 

 

 

 

Disability Employment Advisors and Job Centre Roles

(Easy Read – UK Example)

Who Are Disability Employment Advisors?

In the UK, some people get support from:

  • Disability Employment Advisors (DEAs)
  • Job Centre Plus work coaches
  • Employment support advisors
  • Specialist disability advisors

These roles support people with:

  • Disabilities
  • Long-term health conditions
  • Mental health needs

How These Roles Support People

Disability Employment Advisors may help with:

  • Job searching
  • Writing CVs
  • Interview preparation
  • Finding training or qualifications
  • Understanding benefits and work rules
  • Confidence and motivation

Many people, like you, may work with several advisors over many years.

Mentoring in Job Centre Support

Mentoring-style support includes:

  • Long-term guidance over time
  • Understanding a person’s history and barriers
  • Encouraging confidence and self-belief
  • Supporting life changes and setbacks

Example:

A Disability Employment Advisor supports someone over several years, helping them rebuild confidence and plan realistic career steps.

Coaching in Job Centre Support

Coaching-style support includes:

  • Setting short-term goals
  • Preparing for interviews
  • Practicing work skills
  • Breaking tasks into small steps

Example:

A coach helps someone prepare for a job interview and manage anxiety around returning to work.

Why These Roles Matter

Employment disability help people:

  • Stay engaged with education or work
  • Avoid long-term isolation
  • Build skills at their own pace
  • Move closer to employment when ready

Good advisors understand:

  • Mental health fluctuates
  • Progress is not always straight
  • Support may be needed again later in life

Key Message (Easy Read)

  • Employment support is part of lifelong support
  • Mentoring and coaching work together
  • Disabled people may need support more than once
  • Understanding and patience lead to better outcomes

Linking This to Awareness Training

This section helps:

  • Students in social care, education, and health
  • Job center staff and trainees
  • Employers and placement providers

It raises awareness that:

  • Systems should adapt to people
  • Support should be flexible and humane
  • Lived experience matters.

Supporting People in Homes, Care, and Family Settings

(Mentoring and Coaching – Easy Read)

Where People May Live

People with disabilities and mental health needs may live:

  • In their own home
  • With parents or family
  • In supported living
  • In residential or care settings
  • With shared support staff

Support needs can change over time.

Roles That Support People at Home and in Care

Mentoring and coaching can be used by:

  • Support workers
  • Care workers
  • Personal assistants (PAs)
  • Outreach workers
  • Community support staff
  • Social care staff

These roles help people live independent, safe, and meaningful lives.

How Mentoring Helps in Home and Care Settings

Mentoring can help people:

  • Build confidence in daily living
  • Learn routines and life skills
  • Understand choices and rights
  • Feel listened to and valued
  • Plan for the future

Example:

A mentor supports someone living with family to build independence and plan steps toward work or study.

How Coaching Helps in Home and Care Settings

Coaching can help with practical, day-to-day goals, such as:

  • Managing daily routines
  • Cooking, shopping, or budgeting
  • Using transport
  • Attending appointments
  • Managing anxiety at home

Example:

A coach helps someone break tasks into small steps so they can live more independently.

Supporting Families and Carers

Mentoring and coaching also help:

  • Parents and family members
  • Informal carers

Support can include:

  • Understanding disability and mental health
  • Encouraging independence (not over-supporting)
  • Planning for adulthood and change
  • Reducing stress and burnout

Transitions and Change

Mentoring and coaching are especially helpful during:

  • Moving out of the family home
  • Starting supported living
  • Changes in care staff
  • Health or mental health changes
  • Moving into education or work

Key Message (Easy Read)

  • Support happens at home, not just in school or work
  • Independence looks different for everyone
  • Mentoring builds confidence and understanding
  • Coaching helps with everyday goals
  • Families and carers need support too

Why This Matters

Good mentoring and coaching:

  • Improve quality of life
  • Reduce anxiety and crises
  • Help people stay independent longer
  • Support lifelong learning and wellbeing

If you like, next I can:

  • 🔹 Merge this fully into your main module
  • 🔹 Create a home & care–focused Easy Read PowerPoint
  • 🔹 Add case studies (education, work, home life)
  • 🔹 Build a training pack for support workers & carers

Just tell me what you’d like to tackle next — you’re shaping something very real and very needed here 💙

Even people who live in the UK say, roles in the job centres may be like disability employment advisors, I had a few of those myself over the yrs.

Yes — absolutely. That’s a key role and your lived experience adds real weight here. Disability Employment Advisors (and similar roles) are often the bridge between benefits, education, and work, and they do use mentoring- and coaching-style support, even if it isn’t always called that.

Here’s an Easy Read–friendly section you can add to your module, with the UK context clearly included.

Disability Employment Advisors and Job Centre Roles

(Easy Read – UK Example)

Who Are Disability Employment Advisors?

In the UK, some people get support from:

  • Disability Employment Advisors (DEAs)
  • Jobcentre Plus work coaches
  • Employment support advisors
  • Specialist disability advisors

These roles support people with:

  • Disabilities
  • Long-term health conditions
  • Mental health needs

How These Roles Support People

Disability Employment Advisors may help with:

  • Job searching
  • Writing CVs
  • Interview preparation
  • Finding training or qualifications
  • Understanding benefits and work rules
  • Confidence and motivation

Many people, like you, may work with several advisors over many years.

Mentoring in Job Centre Support

Mentoring-style support includes:

  • Long-term guidance over time
  • Understanding a person’s history and barriers
  • Encouraging confidence and self-belief
  • Supporting life changes and setbacks

Example:

A Disability Employment Advisor supports someone over several years, helping them rebuild confidence and plan realistic career steps.

Coaching in Job Centre Support

Coaching-style support includes:

  • Setting short-term goals
  • Preparing for interviews
  • Practicing work skills
  • Breaking tasks into small steps

Example:

A coach helps someone prepare for a job interview and manage anxiety around returning to work.

Why These Roles Matter

Employment disability help people:

  • Stay engaged with education or work
  • Avoid long-term isolation
  • Build skills at their own pace
  • Move closer to employment when ready

Good advisors understand:

  • Mental health fluctuates
  • Progress is not always straight
  • Support may be needed again later in life

Key Message (Easy Read)

  • Employment support is part of lifelong support
  • Mentoring and coaching work together
  • Disabled people may need support more than once
  • Understanding and patience lead to better outcomes

Linking This to Awareness Training

This section helps:

  • Students in social care, education, and health
  • Job center staff and trainees
  • Employers and placement providers

It raises awareness that:

  • Systems should adapt to people
  • Support should be flexible and humane
  • Lived experience matters

From School Life to Adult Life

(Easy Read – Transition, Careers, and Support)

Why This Change Is Hard

Moving from school to adult life is a big change.

For many people with disabilities or mental health needs, this can feel:

  • Scary
  • Confusing
  • Overwhelming

Support often changes or stops suddenly.

This change is hard for everyone, but harder when:

  • You need extra support
  • You struggle with confidence
  • You find change difficult

Support in Schools (Past and Present)

In the past, many schools had:

  • Career officers
  • School-to-work advisors

They would:

  • Visit schools
  • Talk about future jobs
  • Suggest college courses
  • Help find work experience

These roles may now be called:

  • Careers advisors
  • Transition workers
  • Employment advisors
  • SEN / disability support staff

But the role is still needed.

Why Transition Support Matters

Without the right support, people may:

  • Feel lost after leaving school
  • Miss out on education or work
  • Lose confidence
  • Experience anxiety or depression

With the right support, people can:

  • Explore options safely
  • Build confidence slowly
  • Make informed choices
  • Move forward at their own pace

How Mentoring Helps with Transition

Mentoring during transition can:

  • Provide long-term guidance
  • Help young people understand adult life
  • Support decision-making
  • Offer reassurance during change

Example:

A mentor supports a young person with a learning disability to move from school into college or training.

Mentoring helps people see:

  • They have time
  • There is no “one right path”
  • Setbacks are normal

How Coaching Helps with Transition

Coaching helps with practical next steps, such as:

  • Choosing courses
  • Applying for college or training
  • Preparing for interviews
  • Trying work experience

Coaching works well when:

  • Goals are small and clear
  • Progress is flexible
  • Mental health is considered

Education, Training, and Work Experience

Support may be needed in:

  • Colleges
  • Universities
  • Training providers
  • Apprenticeships
  • Supported work placements

Examples of placements:

  • Special schools
  • Learning disability services
  • Mental health services
  • Care settings
  • Healthcare roles (including nursing support roles)

Mentoring and coaching help people:

  • Adjust to expectations
  • Ask for reasonable adjustments
  • Stay well during placements

Lifelong Careers Support

Careers are not just for young people.

Many people need support:

  • Later in adult life
  • After illness or mental health difficulties
  • When changing careers
  • When returning to work

Your experience with job services and employment advisors over many years shows that:

  • Support may be needed more than once
  • Progress is not always straight
  • Lifelong guidance matters

Key Message (Easy Read)

  • Leaving school is a big change
  • Disabled people need time and understanding
  • Careers support should not stop at school
  • Mentoring and coaching help across life
  • Support should follow the person, not the system

Why This Is Important for Students and Professionals

This helps:

  • Education students
  • Social care trainees
  • Teachers and tutors
  • Employment advisors
  • Healthcare workers

It raises awareness that:

  • Transition is a vulnerable time
  • Support prevents long-term harm
  • Listening matters
  • Lived experience matters

step with you.
You’re doing something that really fills a gap here 💙

Top of Form

Bottom of Form

  •  

Why Asking Matters

Everyone is different.

People with disabilities or mental health needs may:

  • Need extra support
  • Need things explained differently
  • Need equipment or adjustments

Support should start with asking, not guessing.

It Is the Supporter’s Role to Ask

Mentors, coaches, and advisors should ask questions like:

  • What support do you need?
  • Do you need Easy Read information?
  • Do you need extra time?
  • Do you need special equipment or tools?
  • What has helped you before?
  • What has not helped you before?

This helps people feel:

  • Listened to
  • Respected
  • In control

When Support Was Not Available

In the past (for example, the 1980s and 1990s):

  • Easy Read was not widely used
  • Reasonable adjustments were limited
  • Learning disabilities were often misunderstood
  • People were rarely asked what they needed

This means:

  • People struggled in silence
  • Support was missed
  • Confidence was affected

This was not the person’s fault.

Today’s Responsibility

Today, professionals have a duty to:

  • Ask about needs early
  • Offer different formats (Easy Read, digital, verbal)
  • Review support regularly
  • Understand that needs can change

This applies to:

  • Schools and colleges
  • Universities
  • Job centers
  • Work placements
  • Employers
  • Care and support services

Reasonable Adjustments (Easy Read)

Examples of adjustments include:

  • Easy Read documents
  • Assistive technology
  • Quiet workspaces
  • Flexible hours
  • Extra breaks
  • Support workers or  job coaches

Adjustments help people do their best, not gain unfair advantage.

Key Message (Easy Read)

  • People should not have to ask repeatedly for help
  • Support should be offered, not hidden
  • Needs must be reviewed over time
  • Listening changes lives

How This Fits Into Mentoring and Coaching

Good mentoring and coaching is:

  • Person-centered
  • Respectfully
  • Flexible
  • Based on real needs

Your lived experience shows why:

  • Asking matters
  • Early support matters
  • Lifelong support matters

 

 

 

 

Easy Read Mentoring Module – Overview

1. Learning Outcomes

By the end of this module, learners will be able to:

  • Understand what mentoring is and its purpose
  • Recognize the roles and responsibilities of a mentor
  • Identify the types of mentoring
  • Know what mentors do and don’t do
  • Practice basic mentoring and emotional support skills
  • Recognize safe practice and personal boundaries
  • Apply mentoring skills in scenarios
  • Reflect on their own skills and development

2. What is Mentoring?

  • Mentoring is when a more experienced person (mentor) helps a less experienced person (mentee).
  • The mentor guides, encourages, and supports the mentee.
  • Mentoring is about helping someone learn and grow, not doing things for them.
  • Mentoring can happen: face-to-face, online, in groups, or one-to-one.

3. Why Mentoring Matters

  • Builds mentee confidence
  • Helps them learn skills and knowledge
  • Supports decision-making
  • Helps them achieve personal or career goals

4. Types of Mentoring

1.             One-to-One Mentoring – personal guidance for one mentee

2.           Group Mentoring – mentor supports several mentees at once

3.           Distance / Virtual Mentoring – mentoring by phone, email, or online platforms

5. What Mentors Do

  • Share experiences
  • Give advice and feedback
  • Support mentees emotionally
  • Help set goals and explore career/life paths
  • Build confidence and self-awareness
  • Connect mentees to resources or contacts

6. What Mentors Don’t Do

  • Solve all mentee problems
  • Do tasks for the mentee
  • Take on roles they are not trained for (counseling, financial advice, etc.)
  • Replace professional services

7. Emotional Support & Befriending

  • Some mentoring overlaps with emotional support (like befriending)
  • Supporting someone emotionally can include:
    • Listening carefully
    • Acknowledging feelings
    • Encouraging positive actions
  • Always know your limits and seek help if needed

8. Safety & Boundaries

  • Always protect your safety and the mentee’s safety
  • Never put yourself in situations where harm may occur
  • If a mentee shows signs of self-harm, violence, or severe mental health issues, seek help immediately
  • Use safe spaces and reporting channels in offices, schools, or online platforms

9. Basic Mentoring Skills

  • Active Listening – show attention with nods, eye contact, and responses
  • Reflecting & Paraphrasing – repeat key points in your own words to show understanding
  • Summarising – recap important parts of the discussion
  • Focusing – keep attention on the mentee’s goals and needs
  • Building Rapport – show respect, honesty, and empathy

10. Scenarios & Practice Exercises

  • Mentee struggling with studies
  • Mentee looking for work experience
  • Mentee feeling isolated or anxious
  • Role-play exercises to practice listening and support

11. Quiz & Answer Sheet (Easy Read)

  • Multiple choice, true/false, and short answer questions based on module content
  • Answers provided for self-checking

12. Reflection & Checklist

  • Learners reflect on their mentoring skills and experience
  • Checklist includes:
    • Listening skills
    • Goal-setting support
    • Emotional support
    • Safe practice and reporting concerns

13. Support Helplines & Resources

UK:

USA:

Worldwide:

  • Befrienders Worldwide: www.befrienders.org
  • International Association for Suicide Prevention: www.iasp.info
  • Lifeline (Australia): 13 11 14 | www.lifeline.org.au

 

Easy Read Mentoring Module – Full Version (Draft Outline)

 

1. Learning Outcomes

By the end of this module, learners will be able to:

  • Understand mentoring and its purpose
  • Recognize types of mentoring
  • Know what mentors do and don’t do
  • Use basic mentoring and emotional support skills
  • Respond to realistic scenarios safely
  • Know where to get support for themselves and mentees

2. What is Mentoring?

  • Mentoring = someone experienced helping someone less experienced
  • Mentor guides, encourages, and supports
  • Mentoring is about the mentee, not the mentor
  • Can happen in person, online, or in groups

3. Why Mentoring Matters

  • Helps mentees build confidence
  • Supports emotional wellbeing
  • Guides career, learning, or life decisions
  • Encourages independence and problem solving

4. Types of Mentoring

1.             One-to-One – mentor and mentee

2.           Group – one mentor, several mentees

3.           Virtual / Distance – online, phone, email

5. What Mentors Do

  • Listen carefully
  • Share experiences and advice
  • Support emotionally
  • Help set goals
  • Build confidence
  • Connect mentees with useful resources

6. What Mentors Don’t Do

  • Solve all problems
  • Take on work they’re not trained for (finance, clinical counseling)
  • Replace professional help
  • Ignore risks or unsafe situations

7. Emotional Support & Befriending

  • Mentors often provide emotional support, like listening and reassurance
  • Example: helping someone feel valued, heard, and understood
  • Always know your limits—don’t offer professional help if unqualified

8. Safety & Boundaries

  • Always prioritize safety
  • Be aware of mental health issues that might affect behavior
  • Report concerns supervisors if mentees might harm themselves or others
  • Use safe spaces and approved communication channels

9. Basic Mentoring Skills

  • Active Listening – show attention, nod, use eye contact
  • Reflect & Paraphrase – repeat in your own words to show understanding
  • Summarize – recap important points
  • Focus – keep on mentee’s goals and needs
  • Build Rapport – respect, honesty, empathy

10. Scenario Practice

Scenario 1: Young Mum with Addiction & Child Support Issues

  • Mentee is trying to stop using drugs
  • She is struggling emotionally with the child’s father not providing support
  • Mentor’s role:
    • Listen without judging
    • Help her explore possible solutions (e.g., legal advice, support services)
    • Encourage coping strategies and goal setting
    • Connect her to local services like addiction support or child benefits advice

Scenario 2: Mentee struggling with anxiety and isolation

  • Mentor can: listen, validate feelings, suggest safe coping strategies, and provide helpline info

Scenario 3: Mentee needing career guidance but anxious about steps

  • Mentor can: set small achievable goals, celebrate progress, provide resources

11. Quiz (Easy Read)

1.             What is mentoring?

o    a) Doing tasks for someone

o    b) Helping someone grow and learn ✅

2.           Mentors should solve all mentee problems. True or False?

o    False ✅

3.           Which of these is a mentoring skill?

o    Active listening ✅

o    Ignoring problems

o    Giving money

4.           If a mentee is at risk of self-harm, what should you do?

o    a) Handle it alone

o    b) Tell a trained supervisor ✅

 

 

 

 

 

 

 

 

 

Easy Read Mentoring Module – Overview

1. Learning Outcomes

By the end of this module, learners will be able to:

  • Understand what mentoring is and its purpose
  • Recognize the roles and responsibilities of a mentor
  • Identify the types of mentoring
  • Know what mentors do and don’t do
  • Practice basic mentoring and emotional support skills
  • Recognize safe practice and personal boundaries
  • Apply mentoring skills in scenarios
  • Reflect on their own skills and development

2. What is Mentoring?

  • Mentoring is when a more experienced person (mentor) helps a less experienced person (mentee).
  • The mentor guides, encourages, and supports the mentee.
  • Mentoring is about helping someone learn and grow, not doing things for them.
  • Mentoring can happen: face-to-face, online, in groups, or one-to-one.

3. Why Mentoring Matters

  • Builds mentee confidence
  • Helps them learn skills and knowledge
  • Supports decision-making
  • Helps them achieve personal or career goals

4. Types of Mentoring

1.             One-to-One Mentoring – personal guidance for one mentee

2.           Group Mentoring – mentor supports several mentees at once

3.           Distance / Virtual Mentoring – mentoring by phone, email, or online platforms

5. What Mentors Do

  • Share experiences
  • Give advice and feedback
  • Support mentees emotionally
  • Help set goals and explore career/life paths
  • Build confidence and self-awareness
  • Connect mentees to resources or contacts

6. What Mentors Don’t Do

  • Solve all mentee problems
  • Do tasks for the mentee
  • Take on roles they are not trained for (counseling, financial advice, etc.)
  • Replace professional services

7. Emotional Support & Befriending

  • Some mentoring overlaps with emotional support (like befriending)
  • Supporting someone emotionally can include:
    • Listening carefully
    • Acknowledging feelings
    • Encouraging positive actions
  • Always know your limits and seek help if needed

8. Safety & Boundaries

  • Always protect your safety and the mentee’s safety
  • Never put yourself in situations where harm may occur
  • If a mentee shows signs of self-harm, violence, or severe mental health issues, seek help immediately
  • Use safe spaces and reporting channels in offices, schools, or online platforms

9. Basic Mentoring Skills

  • Active Listening – show attention with nods, eye contact, and responses
  • Reflecting & Paraphrasing – repeat key points in your own words to show understanding
  • Summarising – recap important parts of the discussion
  • Focusing – keep attention on the mentee’s goals and needs
  • Building Rapport – show respect, honesty, and empathy

10. Scenarios & Practice Exercises

  • Mentee struggling with studies
  • Mentee looking for work experience
  • Mentee feeling isolated or anxious
  • Role-play exercises to practice listening and support

11. Quiz & Answer Sheet (Easy Read)

  • Multiple choice, true/false, and short answer questions based on module content
  • Answers provided for self-checking

12. Reflection & Checklist

  • Learners reflect on their mentoring skills and experience
  • Checklist includes:
    • Listening skills
    • Goal-setting support
    • Emotional support
    • Safe practice and reporting concerns

13. Support Helplines & Resources

UK:

USA:

Worldwide:

  • Befrienders Worldwide: www.befrienders.org
  • International Association for Suicide Prevention: www.iasp.info
  • Lifeline (Australia): 13 11 14 | www.lifeline.org.au

 

Easy Read Mentoring Module – Full Version (Draft Outline)

 

1. Learning Outcomes

By the end of this module, learners will be able to:

  • Understand mentoring and its purpose
  • Recognize types of mentoring
  • Know what mentors do and don’t do
  • Use basic mentoring and emotional support skills
  • Respond to realistic scenarios safely
  • Know where to get support for themselves and mentees

2. What is Mentoring?

  • Mentoring = someone experienced helping someone less experienced
  • Mentor guides, encourages, and supports
  • Mentoring is about the mentee, not the mentor
  • Can happen in person, online, or in groups

3. Why Mentoring Matters

  • Helps mentees build confidence
  • Supports emotional wellbeing
  • Guides career, learning, or life decisions
  • Encourages independence and problem solving

4. Types of Mentoring

1.             One-to-One – mentor and mentee

2.           Group – one mentor, several mentees

3.           Virtual / Distance – online, phone, email

5. What Mentors Do

  • Listen carefully
  • Share experiences and advice
  • Support emotionally
  • Help set goals
  • Build confidence
  • Connect mentees with useful resources

6. What Mentors Don’t Do

  • Solve all problems
  • Take on work they’re not trained for (finance, clinical counseling)
  • Replace professional help
  • Ignore risks or unsafe situations

7. Emotional Support & Befriending

  • Mentors often provide emotional support, like listening and reassurance
  • Example: helping someone feel valued, heard, and understood
  • Always know your limits—don’t offer professional help if unqualified

8. Safety & Boundaries

  • Always prioritize safety
  • Be aware of mental health issues that might affect behavior
  • Report concerns supervisors if mentees might harm themselves or others
  • Use safe spaces and approved communication channels

9. Basic Mentoring Skills

  • Active Listening – show attention, nod, use eye contact
  • Reflect & Paraphrase – repeat in your own words to show understanding
  • Summarize – recap important points
  • Focus – keep on mentee’s goals and needs
  • Build Rapport – respect, honesty, empathy

10. Scenario Practice

Scenario 1: Young Mum with Addiction & Child Support Issues

  • Mentee is trying to stop using drugs
  • She is struggling emotionally with the child’s father not providing support
  • Mentor’s role:
    • Listen without judging
    • Help her explore possible solutions (e.g., legal advice, support services)
    • Encourage coping strategies and goal setting
    • Connect her to local services like addiction support or child benefits advice

Scenario 2: Mentee struggling with anxiety and isolation

  • Mentor can: listen, validate feelings, suggest safe coping strategies, and provide helpline info

Scenario 3: Mentee needing career guidance but anxious about steps

  • Mentor can: set small achievable goals, celebrate progress, provide resources

11. Quiz (Easy Read)

1.             What is mentoring?

o    a) Doing tasks for someone

o    b) Helping someone grow and learn ✅

2.           Mentors should solve all mentee problems. True or False?

o    False ✅

3.           Which of these is a mentoring skill?

o    Active listening ✅

o    Ignoring problems

o    Giving money

4.           If a mentee is at risk of self-harm, what should you do?

o    a) Handle it alone

o    b) Tell a trained supervisor ✅

 

 

 

 

 

 

 

 

 

 

Easy Read Mentoring Module – Overview

1. Learning Outcomes

By the end of this module, learners will be able to:

  • Understand what mentoring is and its purpose
  • Recognize the roles and responsibilities of a mentor
  • Identify the types of mentoring
  • Know what mentors do and don’t do
  • Practice basic mentoring and emotional support skills
  • Recognize safe practice and personal boundaries
  • Apply mentoring skills in scenarios
  • Reflect on their own skills and development

2. What is Mentoring?

  • Mentoring is when a more experienced person (mentor) helps a less experienced person (mentee).
  • The mentor guides, encourages, and supports the mentee.
  • Mentoring is about helping someone learn and grow, not doing things for them.
  • Mentoring can happen: face-to-face, online, in groups, or one-to-one.

3. Why Mentoring Matters

  • Builds mentee confidence
  • Helps them learn skills and knowledge
  • Supports decision-making
  • Helps them achieve personal or career goals

4. Types of Mentoring

1.             One-to-One Mentoring – personal guidance for one mentee

2.           Group Mentoring – mentor supports several mentees at once

3.           Distance / Virtual Mentoring – mentoring by phone, email, or online platforms

5. What Mentors Do

  • Share experiences
  • Give advice and feedback
  • Support mentees emotionally
  • Help set goals and explore career/life paths
  • Build confidence and self-awareness
  • Connect mentees to resources or contacts

6. What Mentors Don’t Do

  • Solve all mentee problems
  • Do tasks for the mentee
  • Take on roles they are not trained for (counseling, financial advice, etc.)
  • Replace professional services

7. Emotional Support & Befriending

  • Some mentoring overlaps with emotional support (like befriending)
  • Supporting someone emotionally can include:
    • Listening carefully
    • Acknowledging feelings
    • Encouraging positive actions
  • Always know your limits and seek help if needed

8. Safety & Boundaries

  • Always protect your safety and the mentee’s safety
  • Never put yourself in situations where harm may occur
  • If a mentee shows signs of self-harm, violence, or severe mental health issues, seek help immediately
  • Use safe spaces and reporting channels in offices, schools, or online platforms

9. Basic Mentoring Skills

  • Active Listening – show attention with nods, eye contact, and responses
  • Reflecting & Paraphrasing – repeat key points in your own words to show understanding
  • Summarising – recap important parts of the discussion
  • Focusing – keep attention on the mentee’s goals and needs
  • Building Rapport – show respect, honesty, and empathy

10. Scenarios & Practice Exercises

  • Mentee struggling with studies
  • Mentee looking for work experience
  • Mentee feeling isolated or anxious
  • Role-play exercises to practice listening and support

11. Quiz & Answer Sheet (Easy Read)

  • Multiple choice, true/false, and short answer questions based on module content
  • Answers provided for self-checking

12. Reflection & Checklist

  • Learners reflect on their mentoring skills and experience
  • Checklist includes:
    • Listening skills
    • Goal-setting support
    • Emotional support
    • Safe practice and reporting concerns

13. Support Helplines & Resources

UK:

USA:

Worldwide:

  • Befrienders Worldwide: www.befrienders.org
  • International Association for Suicide Prevention: www.iasp.info
  • Lifeline (Australia): 13 11 14 | www.lifeline.org.au

 

Easy Read Mentoring Module – Full Version (Draft Outline)

 

1. Learning Outcomes

By the end of this module, learners will be able to:

  • Understand mentoring and its purpose
  • Recognize types of mentoring
  • Know what mentors do and don’t do
  • Use basic mentoring and emotional support skills
  • Respond to realistic scenarios safely
  • Know where to get support for themselves and mentees

2. What is Mentoring?

  • Mentoring = someone experienced helping someone less experienced
  • Mentor guides, encourages, and supports
  • Mentoring is about the mentee, not the mentor
  • Can happen in person, online, or in groups

3. Why Mentoring Matters

  • Helps mentees build confidence
  • Supports emotional wellbeing
  • Guides career, learning, or life decisions
  • Encourages independence and problem solving

4. Types of Mentoring

1.             One-to-One – mentor and mentee

2.           Group – one mentor, several mentees

3.           Virtual / Distance – online, phone, email

5. What Mentors Do

  • Listen carefully
  • Share experiences and advice
  • Support emotionally
  • Help set goals
  • Build confidence
  • Connect mentees with useful resources

6. What Mentors Don’t Do

  • Solve all problems
  • Take on work they’re not trained for (finance, clinical counseling)
  • Replace professional help
  • Ignore risks or unsafe situations

7. Emotional Support & Befriending

  • Mentors often provide emotional support, like listening and reassurance
  • Example: helping someone feel valued, heard, and understood
  • Always know your limits—don’t offer professional help if unqualified

8. Safety & Boundaries

  • Always prioritize safety
  • Be aware of mental health issues that might affect behavior
  • Report concerns supervisors if mentees might harm themselves or others
  • Use safe spaces and approved communication channels

9. Basic Mentoring Skills

  • Active Listening – show attention, nod, use eye contact
  • Reflect & Paraphrase – repeat in your own words to show understanding
  • Summarize – recap important points
  • Focus – keep on mentee’s goals and needs
  • Build Rapport – respect, honesty, empathy

10. Scenario Practice

Scenario 1: Young Mum with Addiction & Child Support Issues

  • Mentee is trying to stop using drugs
  • She is struggling emotionally with the child’s father not providing support
  • Mentor’s role:
    • Listen without judging
    • Help her explore possible solutions (e.g., legal advice, support services)
    • Encourage coping strategies and goal setting
    • Connect her to local services like addiction support or child benefits advice

Scenario 2: Mentee struggling with anxiety and isolation

  • Mentor can: listen, validate feelings, suggest safe coping strategies, and provide helpline info

Scenario 3: Mentee needing career guidance but anxious about steps

  • Mentor can: set small achievable goals, celebrate progress, provide resources

11. Quiz (Easy Read)

1.             What is mentoring?

o    a) Doing tasks for someone

o    b) Helping someone grow and learn ✅

2.           Mentors should solve all mentee problems. True or False?

o    False ✅

3.           Which of these is a mentoring skill?

o    Active listening ✅

o    Ignoring problems

o    Giving money

4.           If a mentee is at risk of self-harm, what should you do?

o    a) Handle it alone

o    b) Tell a trained supervisor ✅

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

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