Thoughts on College Transitions

By Melissa Rubin, Principal of The Student First

Lately, as seniors and their families “get serious” about applying to college, I have found myself having conversations about how students with learning differences can frequently be better equipped to transition into college than their neurotypical peers. I’m sure you all have had similar discussions. While at first dubious, these students tend to walk away with more self-confidence, knowing they have the skills they need to succeed in college. 

Here are the skills I think of - I wonder if you all have others to add to this list:

• RESILIENCE AND ADAPTABILITY: Inevitably, our students have had to face and overcome challenges in their academic careers. Oftentimes, the students I end up working with are only diagnosed with a learning disability in middle or even high school. That just shows you how resilient and adaptable these kids have been; they were able to develop compensatory strategies that masked some of their difficulties. As these students begin college, unlike others who haven’t needed to be as resilient, they enter with strong coping mechanisms they can apply when they face challenges in school.   

• OUTSIDE-OF-THE-BOX THINKING AND PROBLEM-SOLVING: In addition to developing resiliency and adaptability, students with learning disabilities will often think creatively about how to solve a given problem. So, navigating academic struggles can lead to developing novel approaches to different tasks, and new and unique perspectives during discussions and/or projects. 

• TIME MANAGEMENT AND ORGANIZATION: Given how much extra time and effort many of our students need to put into their work, they have developed systems that help them prioritize and manage their time effectively and efficiently. Other students who have seemingly sailed through middle and high school probably haven’t honed these skills as much. Therefore, provided our students continue applying what they have learned, their ability to balance their coursework, extracurricular activities, and social life in college will be more advanced. 

• SELF-ADVOCACY AND USING AVAILABLE RESOURCES: By senior year (hopefully), our students know when they need help - and perhaps more importantly, know how to seek out resources for the help they need. Whether this means going to office hours or seeking out tutoring or counseling, they know how to take a proactive approach to their learning. Before deciding on their next school, I encourage students to check out and compare what resources are available to them to see whether one will be more supportive than another, should the need arise. 

By embracing their unique journeys, students with learning differences can leverage their experiences to thrive in college and beyond, turning perceived challenges into strengths that enhance their educational experience.