How do I build everyday independence with chores, money and travel?

The short answer

Choose one real task the teenager wants or needs to do. Define it precisely, identify the part they can already manage and find the point where support is needed. Independence can mean choosing, doing one part, using an aid, directing another person or knowing when to ask for help. For a chore, make the finished state visible and teach the sequence in the place where it happens. For money, begin with one purpose, an agreed amount and a way to notice a payment or mistake. For travel, practise one route, including tickets, road safety, the destination and what to do when transport changes. Use reminders, labels, checklists, spending alerts, route cards or accompanied practice as tools, not signs that the skill is false. Agree the safety boundary and a route back to help. Review after real use and change the support at the failed point. Do not make a teenager manage medication, banking or travel alone merely because of age, and do not treat one mistake as evidence that they are incapable. This article builds early everyday practice; the Preparing for adulthood resources cover the wider post-16 systems and service transitions.

• Define one useful task instead of pursuing independence as a general quality.
• Begin with the teenager's reason for wanting the task and the part they already manage.
• Keep tools, adjustments and chosen help where they improve access or safety.
• Practise the unexpected part, not only the ideal sequence.
• Review the point that failed rather than withdrawing the whole opportunity.