Supporting Transitions for Students

No one warned me that college success depends more on navigating endless choices than on intelligence. When I was a first-generation college student with undiagnosed ADHD and dyslexia, I didn't know why college felt so disorienting. I had done well enough in high school. But suddenly, the structure I'd learned to navigate was gone. In its place was choice. Agency. Independence. While that sounds empowering, it felt like being dropped into a maze blindfolded. This image attempts to captures that shift. In high school, the hallway is narrow but defined. One path. Fixed directions. In college, everything opens up. The possibilities multiply. There's no obvious route forward. Some students thrive in that expansive space. Others feel overwhelmed by it. No one prepared us for this fundamental shift. No one explained that college success requires more than just intelligence and effort. Now, as an academic and coach, I work with students navigating this same invisible maze. Many are neurodivergent. Some are first-generation. All are learning how to self-regulate, prioritize, and plan in an environment that assumes they already know how. They don't lack capability. They lack context. The good news? Many skills related to managing executive function are learnable. With support, reflection, and specific executive function strategies, students can navigate this maze with growing confidence. College isn't just about choosing a major. College isn't about choosing which party to go to. It's about learning how to choose effectively, and sometimes, when not to choose at all. Have you watched students struggle with this transition? What strategies have you seen work? How can we better prepare students for this invisible challenge that so many face alone? #HigherEd #ExecutiveFunction #ADHD #FirstGenStudents #CollegeTransition #Dyslexia

I’ve lived the student struggle. Now, I teach institutions how to do better. As a first-gen college graduate, I’ve been there, navigating the transition from college to the job market without clear guidance. It was overwhelming, isolating, and filled with endless self-doubt. I remember feeling like I was alone in the struggle, unsure of where to turn or who would understand. But here’s the thing: Students don’t need to feel this way. Institutions have the power to make these transitions smoother, more empowering, and less uncertain. Here’s how: ✅ 𝗨𝗻𝗱𝗲𝗿𝘀𝘁𝗮𝗻𝗱 𝘁𝗵𝗲 𝘀𝘁𝘂𝗱𝗲𝗻𝘁 𝗽𝗲𝗿𝘀𝗽𝗲𝗰𝘁𝗶𝘃𝗲. When I was a student, all I wanted was to feel seen and heard. Institutions can make a huge difference by: → Listening to their experiences. → Creating safe spaces where students can share openly. → Acknowledging their unique challenges, especially for first-gen and underserved students. ✅ 𝗣𝗿𝗼𝘃𝗶𝗱𝗲 𝘁𝗮𝗶𝗹𝗼𝗿𝗲𝗱 𝘀𝘂𝗽𝗽𝗼𝗿𝘁. One-size-fits-all advice doesn’t cut it. Personalization is key: → Offer personalized career coaching that speaks to their specific goals. → Connect students with mentors who truly understand their journey. → Create opportunities for career exploration that align with their passions, not just their degrees. ✅ 𝗙𝗼𝘀𝘁𝗲𝗿 𝗮 𝗴𝗿𝗼𝘄𝘁𝗵 𝗺𝗶𝗻𝗱𝘀𝗲𝘁. Life is full of challenges, but it's also about resilience and growth. Here’s what students need to keep pushing forward: → Teach them to see challenges as opportunities, not roadblocks. → Host workshops on resilience, confidence, and leadership. → Celebrate their wins—big or small—to keep them motivated and remind them how far they’ve come. When institutions step up, students thrive. They don’t just survive—they excel. They feel seen, supported, and empowered with clarity. It's not just about preparing students for careers—it’s about equipping them with the tools needed to navigate today's uncertain job market. What’s one way your institution supports students during transitions? 👉 Let’s share ideas to make a bigger impact! PS. My 2025 College + University Speaking Tour Continues! Today, I’ll be at Felician University and Georgian Court University guiding students on leveraging their strengths to develop their career paths and craft their personal mission statements.

When we talk about accommodations, there’s a critical gap we often overlook: the transition from high school to college. In high school, students with disabilities often have IEPs or 504 Plans, along with a team of teachers and counselors helping them navigate and advocate for accommodations. However, once they reach college, many find themselves in an environment that shifts the responsibility almost entirely onto them—with far fewer resources and support to back them up. Most college disability offices across the country are well-intentioned, but many aren’t fully equipped to bridge this transition effectively. Too often, students with disabilities are expected to know what accommodations they need, how to request them, and how to navigate complex systems—all without the guidance they once had in primary school. This expectation places an enormous burden on young adults who are already adjusting to new academic and social pressures. Instead of pointing the finger at students to have all the answers, college disability offices should be proactive allies. Imagine if colleges prioritized: • Proactive Orientation Programs for students with disabilities, covering available accommodations, self-advocacy strategies, and campus resources. • Staff Training on inclusive support that doesn’t assume students know what to request, but instead helps them explore their options. • Clear, Accessible Information on accommodations, eliminating the need for students to dig for resources they may not even know exist. As a disability advocate, and someone who has gone through the system to a professional program and now a career- I see firsthand the challenges students face in navigating this transition. We need a cultural shift in higher education where supporting students with disabilities isn’t about minimum compliance but about empowering them to succeed. #DisabilityAdvocacy #HigherEducation #Inclusion #Accessibility #Accommodations #StudentSuccess

2025 is the year to strengthen how we support students—together. Small signals—like missed class, lower participation, or changes in behavior—aren’t just signs of struggle. They’re opportunities to step in, support, and help students grow. What works? Simple but intentional actions: ➔  Quick one-on-one chats during office hours. ➔  Peer mentoring programs that connect upperclassmen with new students. ➔  Regular wellness check-ins and clear pathways to support. ➔  Study groups that encourage collaboration and connection. Sometimes, students feel more comfortable opening up to peers before seeking professional help. That’s where the community steps in. Friends help friends, study partners share tips, and mentors guide the way. These moments create the first steps toward professional support and build a culture where asking for help feels normal. A shared study break, an extra moment explaining a tough concept, or asking, “How are you doing?”—these small steps have a real impact. In 2025, let’s create a campus where no one feels invisible, and every student has the support they need to succeed.

If our students are going to thrive, they all need to feel safe, accepted, and loved while under our care. This week, we're focusing on what that looks like when it comes to gender-expansive students — kids whose gender expression or identity is different from what they were assigned at birth. For these students, creating a school that feels safe and accepting isn't simply a matter of being nice to them; there are some specific do's and don'ts that can make a huge difference in how they experience school. My guest is Dave Edwards, an educator who teaches these principles through Gender Inclusive Schools and his brand-new book of the same name. As the parent of a transgender daughter who has experienced discrimination, Dave's mission is a personal one. In this week's podcast episode, he shares specific things schools can do to proactively create safe learning environments for these students.

👩🎓 👨🎓 At Top College Consultants, we LOVE helping twice-exceptional (gifted/talented and #neurodivergent) students successfully apply and transition to college! Thanks to #UConn instructors Joseph Madaus, Nicholas Gelbar and Sally Reis for their insights: About 1 out of every 100 students in American public schools has #autism. A subset of these students also have academic gifts and talents in a broad range of areas, including math, science, technology, the humanities and the arts. These students are often referred to as “twice exceptional.” To learn more about this population, we conducted research with three groups: twice-exceptional #autistic college students, their parents and college staff who work with them. The students were all enrolled in or recent graduates of competitive and very competitive #colleges, including Ivy League institutions. We identified several strategies that can help these students transition to and succeed in college. 1. Identify both autism and giftedness Identifying twice-exceptional students can be difficult because their gifts may mask their #disabilities. Conversely, their disabilities may mask their gifts. 2. Take challenging courses Nearly every student and parent stated that college attendance was an expectation from an early age. To prepare for this goal, students took challenging courses focused on their strengths. 3. Pursue extracurricular activities Almost every student participated in at least one extracurricular activity, and some in multiple activities. Many of the students assumed leadership roles. About half of the students participated in residential camp or program experiences while in high school. 4. Be aware of factors in choosing a college The students reported that they were active participants in selecting their college. Finding a school with a program or major of interest was their biggest consideration. 5. Understand differences in laws and supports Different laws exist at the high school and college level regarding disability supports. For example, special education services will not be provided in college. Students will not receive modified instruction or assessments and instead may be eligible for reasonable accommodations, such as extended test time. 6. Find supportive professionals Having a go-to contact person – an adviser, #counselor, teacher or faculty member – was essential, the parents and students told us. Such professionals may recognize the student’s talents, support their interests and nurture opportunities for their growth. 7. Teach students to take initiative It is important to teach students how to advocate for themselves while in high school. The students we spoke with learned how to take care of their emotional and physical health through diet, exercise, meditation, music or finding time alone to recharge and deal with stress. #TwiceExceptional #GiftedEducation #neurodiversity KD Harris, M.A. #DisabilityServices

One underlying factor in some of society’s most challenging issues—health disparities, workforce gaps, and educational inequities—is the breakdown in the transfer of generational knowledge. In higher education, this is especially evident for non-traditional students, including servicemembers transitioning to the civilian sector, who bring decades of experience and unique insight into our classrooms. Consider, for instance, a military medic with years of experience providing critical care in high-stakes environments. When they separate from the service and pursue a career in the health professions, they’re often met with frustration and disappointment. Their years of expertise and practical knowledge in medical care don’t translate into meaningful credit or career advancement in the civilian healthcare system. This gap is not only frustrating but also a missed opportunity—for the individual and the healthcare workforce. To address this, higher education must evolve in ways that actively support returning adult learners and transitioning veterans: - Aggressive, Constructive Credit Awarding: We need to recognize and credit life experience and industry expertise in meaningful ways. For military medics, this means granting academic credit and pathways that honor the skills they’ve honed under pressure. - Flexible Learning Models: Learning pathways must reflect real-world constraints and diverse goals. This includes offering micro-credentials, certificates, and other targeted credentials that provide an accessible approach to education and a valuable onramp to more advanced opportunities. For many, these options offer a viable, practical path toward meaningful work without the immediate need for a full degree. Timing and life circumstances matter, and flexible options empower learners to choose what best fits their journey, allowing them to build skills progressively and re-enter formal education when the time is right. - Policies Supporting Intergenerational Learning: By promoting diverse learning environments that blend traditional students with those who have extensive real-world experience, we create richer educational experiences. This approach benefits all students, fostering an exchange of insights that’s essential to tackling society’s complex challenges. Promoting intergenerational learning requires building inclusive, supportive systems that recognize and value the expertise accumulated through life and work. By intentionally bridging the gap between military and civilian sectors and supporting veterans and adult learners in higher education, we can create classrooms that reflect the diversity of skills, perspectives, and experiences needed to address the issues of our time. Sincerely, A former combat medic finding his second calling in higher education

In early childhood education, the Pyramid Model is a valuable framework for supporting successful transitions. Here’s how you can apply it: 1. Promoting Positive Relationships: • Encourage teachers, caregivers, and parents to build strong, positive relationships with children. This helps create a sense of security during transitions. 2. Creating Supportive Environments: • Ensure that the old and new environments meet the child’s needs. Consistency in routines and familiar objects can ease transitions. 3. Teaching Social-Emotional Skills: • Use the Pyramid Model’s strategies to teach social-emotional skills like self-regulation and problem-solving. These skills can help children cope with change. 4. Providing Clear Communication: • Communicate effectively with parents and caregivers about upcoming transitions. Sharing information and addressing concerns can reduce anxiety. 5. Individualized Support: • Recognize that each child is unique. Provide individualized support based on their developmental level, temperament, and specific needs. 6. Collaboration among Adults: • Ensure that educators, caregivers, and parents work together. Collaborative efforts can make transitions smoother for children. 7. Transition Plans: • Develop transition plans that outline step-by-step procedures for the child and adults involved. Having a plan in place can reduce uncertainty. 8. Gradual Transitions: • Whenever possible, introduce changes gradually. Gradual transitions give children time to adjust and feel more comfortable. 9. Monitoring and Evaluation: • Continuously assess how well transitions are working. Adjust your approach as needed to meet the child’s evolving needs. 10. Emotional Support: • Be sensitive to the emotional aspects of transitions. Offer comfort and reassurance to children who may be feeling anxious or sad. By applying these principles from the Pyramid Model, you can help ensure successful transitions for young children in educational settings.

💙CREATING BELONGING IN NURSING EDUCATION💙 Something's been weighing on my heart lately about nursing students. In my 30 years in healthcare, I've watched incredible future nurses face unnecessary barriers during their education. I'm seeing brilliant students get pushed toward "easier" placements instead of receiving proper support, denied reasonable accommodations, and even told they "don't fit" in healthcare. This has to stop. 🛑 What if we flipped the script? ❓Instead of asking: "How do we make students fit our rigid systems?" ❓What if we asked: "How do we create educational environments where all students can thrive?" Here's what I'm seeing across the country: ✅ Students with disabilities being pushed away from their chosen specialties ✅ Universities fighting accommodations instead of fostering inclusion ✅ Talented individuals being silenced when they advocate for themselves ✅ Programs that preach patient advocacy while failing to advocate for their own students The irony? Healthcare NEEDS diverse perspectives. The nurse who understands chronic illness brings invaluable insight to patient care. The student who navigates mental health challenges can connect with patients in ways others cannot. The future nurse who requires accommodations will become the advocate patients desperately need. Some solutions I'm seeing work: 🌟 Flexible clinical placement matching student strengths AND learning needs 🌟 Peer mentorship programs connecting students with similar experiences 🌟 Faculty training on inclusive education practices 🌟 Clear accommodation processes that support rather than gatekeep 🌟 Student support networks that celebrate diverse pathways to nursing To nursing students facing this battle: 🔥 Document everything 🔥 Know your rights under disability laws 🔥 Connect with other students, you're not alone 🔥 Don't let anyone convince you that you don't belong Your unique perspective will make you a better nurse, not despite your challenges, but because of how they've shaped your understanding of human experience. 💡To nursing programs: Stop fighting your students and start fighting FOR them. The barriers you create today become the gaps in tomorrow's healthcare. 💡To educators: Let's share what's working. How are you creating inclusive learning environments? 💡To practicing nurses: Remember your student days. How can we better support the next generation? Healthcare needs nurses who understand struggle, resilience, and advocacy from personal experience. Let's make sure our educational systems reflect that value. Belonging isn't just for patients, it starts with how we treat each other🩺💓 What solutions have you seen that create belonging in nursing education? Let's learn from each other and stand up for ALL students. They deserve better, they are our future 💙 Liisa Rowell IRIA MARK NAYOKI Megala Ram #NursingEducation #InclusiveLearning #StudentSupport #BelongingInNursing #DisabilityRights #StudentAdvocacy