For 23-year-old Stephanie Jacobs, supporting her younger brother with autism has been a labour of love. But it’s not just her family that she’s making a difference for – as an Education Support Worker at Melton Specialist School, Stephanie is dedicating her career to helping children with diverse learning needs reach their full potential.

Growing up with a brother diagnosed with autism at two and half-years-old, Stephanie witnessed firsthand the impact that dedicated support can have on a child’s life. “At first, my relationship with Ben was filled with excitement and eagerness to help,” Stephanie recalls. “I loved assisting with feeding, bathing, and getting him ready for bed.”

As time passed and Ben’s diagnosis became clear, Stephanie’s role shifted in a meaningful way. She and her sister Chloe attended therapy sessions, and Stephanie took a keen interest in supporting Ben’s development. “I was nine when my mum and dad took Ben to endless speech and occupational therapy appointments. I started reading to him to strengthen his speech and practicing skills I learned during those sessions,” she said.

Her parents, Troy and Rebecca Jacobs, remember one moment that particularly stood out. “Steph insisted on reading to Ben every night after attending a few speech therapy sessions,” Rebecca said. “She didn’t just read casually—she applied the techniques she had learned, like slowing down her speech, emphasising certain sounds, and encouraging Ben to repeat words back to her. It wasn’t something we asked her to do; it was her own initiative.”

Troy adds, “Even when her friends came over, she would explain what she was doing and why, making sure Ben felt included. That level of dedication and thoughtfulness showed her natural ability to support him and her genuine commitment to helping him grow.”

Through this journey, Ben became an important part of Stephanie’s own growth, teaching her patience, empathy, and understanding. She saw how speech and occupational therapy helped her brother progress from saying just two words to forming full sentences. “When he started school, he obviously needed some extra help. Our family was lucky that he received exceptional help from aides at both his special and mainstream schools. He is now at mainstream high school,” she said.

The exceptional support he received from aides at both special and mainstream schools further reinforced her desire to make a difference. “Seeing the help they provided my brother was inspiring to me. I knew this was something I wanted to be a part of. When the opportunity arose for me to join AGA and become an Education Support Worker, I jumped at the chance,” she said.

Troy and Rebecca couldn’t have been more supportive of Stephanie’s decision. “We are extremely proud of Steph and always believed this could be a career path she would pursue,” Rebecca said. “From the very beginning, her excitement was clear in the way she spoke about the course she was about to undertake. Steph already had valuable personal experience, giving her insight into how to approach the program—especially the importance of listening and understanding that every case is unique.”

During her training placement at Melton Specialist School through AGA’s traineeship program (part of the IntoWork Group), Stephanie built strong relationships with her students, teaching them new skills that brought her immense joy.

One memorable experience was helping a student overcome sensory issues related to wearing a helmet during bike riding lessons. “I was able to explain to them in a way they understand that wearing the helmet was safe and wasn’t going to rub on their ears too much. It was rewarding to see the student understand and be able to ride their bike safely,” Stephanie said.

Stephanie discovered AGA while looking for job opportunities in her area. She was drawn to the organisation’s offer of combining work experience with training, which aligned perfectly with her career aspirations. The support and guidance Stephanie received during her traineeship with AGA were instrumental in her growth as an Education Support Worker. “My training has really equipped me to understand and support students as individuals, not just in their learning, but also in how their personal backgrounds, experiences, and goals shape who they are,” she said.

“Through my coursework and placement, I’ve developed skills in active listening, cultural awareness, and using positive communication to connect with students from diverse backgrounds. In terms of future plans, my training has helped me understand how to encourage students to set realistic goals and explore their strengths and interests.”

The changes in Stephanie haven’t gone unnoticed at home. “Since starting her traineeship and work at Melton Specialist School, we’ve noticed remarkable growth in Steph both professionally and personally,” Troy said. “She has become more confident, patient, and resourceful in her approach to supporting students with diverse needs.”

Rebecca adds, “At home, this growth is evident in how she supports Ben—she now applies techniques she’s learned at work, such as structured routines and calm communication, and she does so with a level of maturity and consistency that truly stands out.”

Stephanie’s experience in education support has not only helped her students but has also enhanced her ability to support her brother and strengthened their relationship at home. “I’ve become more aware of how important routine and structure are for him, so I try to help maintain that and give him plenty of notice before any changes,” she said.

“I also learned different strategies for supporting sensory needs and managing emotions, which I now use when he’s feeling overwhelmed. Most importantly, spending time at the school has helped me see things from his perspective and celebrate his achievements, however small. This has strengthened our relationship — we understand each other better, and I feel more confident in knowing how to support him in ways that work best for him.”

For Troy and Rebecca, Stephanie’s choice of career holds deep meaning. “As parents, it means the world to us that Stephanie has chosen a career dedicated to helping other families who face challenges similar to ours,” Rebecca said. “We’ve seen firsthand how much compassion, patience, and understanding this work requires, and knowing that Steph is using her experience to make a difference for others fills us with pride.”

Troy continues, “It’s not just a job for her—it’s a calling. Her decision shows her deep empathy and commitment to creating positive outcomes for children and their families, and it reassures us that the lessons she learned with Ben have shaped her into someone who truly wants to help others feel supported and understood.”

As Stephanie continues to develop her skills and experience in education support, her goal is clear: to work in a setting where she can help children with diverse learning needs reach their full potential and feel confident in who they are. “Every child is unique, and you learn just as much from the students as they do from you. It’s not always easy. There are challenging moments, but seeing a student grow in confidence or achieve something they’ve been working hard on makes it incredibly rewarding,” she said.

“I’d love to keep learning, perhaps by completing further studies in special or inclusive education so I can take on more responsibility and contribute to creating supportive, inclusive classrooms. Ultimately, I want to be someone students can rely on, who understands their individual challenges and celebrates their progress. Knowing that I can help a child feel seen, understood, and capable is what inspires me to keep growing in this career.”

For those considering a career in education support, Stephanie offers this advice: “Go into it with an open mind, patience, and a genuine desire to make a difference. Celebrate the small wins and remember that kindness, consistency, and understanding go a long way. Education support isn’t just about helping students learn, it’s also about helping them feel valued and capable.”