S8E09 - Supporting New Grad OTs in Today’s NDIS Landscape

Starting out as an Occupational Therapist is both exciting and overwhelming. The transition from university into practice brings a steep learning curve, shifting expectations and uncertainty about what good support should actually look like.

Across the profession, there is a growing concern that new graduates are being expected to perform beyond their level of experience without the foundations required to do so safely and confidently.

Why new grads are not workforce ready

There is a persistent misconception that graduating means being ready to manage a full caseload independently. In reality, new Occupational Therapists are still developing clinical reasoning, professional communication and decision making skills.

What is often labelled as imposter syndrome is, in many cases, simply the normal experience of being new. Not knowing what to do yet is expected. The problem arises when workplaces interpret this as a deficit rather than a developmental stage.

Without structured support, new grads are left to navigate complex clinical situations alone, which can impact both their confidence and the quality of care they provide.

The importance of strong foundations before independence

Before independence can be expected, new Occupational Therapists need clear guidance, modelling and repetition. Complex tasks such as functional assessments or report writing require more than templates. They require understanding, context and reasoning.

Breaking these tasks into smaller steps allows new grads to build skills progressively. For example, a therapist might first learn how to conduct an interview, then how to interpret information, and later how to form recommendations.

This staged approach ensures that competence develops safely rather than being rushed.

Training and supervision are not the same

A common issue in many workplaces is the assumption that supervision alone is sufficient. In reality, training and supervision serve different purposes and both are essential.

Training provides the foundational knowledge and skills. This includes learning how to complete assessments, structure reports and apply clinical frameworks.

Supervision focuses on reflection, problem solving and refining practice. It supports the integration of knowledge into real clinical situations.

When training is missing, supervision becomes limited in its effectiveness. New grads need both to develop into competent clinicians.

What effective support looks like in practice

High quality support extends far beyond a weekly supervision session. It requires a structured and intentional approach to development.

Competency frameworks are a key component. They provide clarity around expectations and outline what skills should be achieved at each stage of development.

Shadowing and joint sessions are equally important. Observing experienced Occupational Therapists, participating in sessions together and gradually increasing responsibility helps build confidence and capability.

Access to informal support throughout the day is also critical. The ability to ask questions in real time allows learning to occur in context and prevents uncertainty from escalating.

The cost of doing it properly

Supporting new grads well requires time and financial investment. Reduced billable hours, joint sessions and report reviews all impact short term productivity.

However, this investment is essential for long term outcomes. Well supported Occupational Therapists are more competent, more confident and more likely to remain in the profession.

Prioritising immediate productivity over development can lead to poor client outcomes, increased turnover and reputational risk for practices.

When a role is not the right fit

Not all workplaces provide the level of support required for early career development. Many new grads find themselves in roles where expectations are unclear or support is limited.

In these situations, it is important to recognise that the issue may not be the i