It takes more than good grades to make it in college.
Life skills also play a role in determining whether a student succeeds or struggles away from home and a recent New York Times op-ed encourages parents not to overlook the importance of fostering independence in their teen long before freshman orientation.
For years, we’ve hammered home the importance of good grades, solid writing skills, and extracurricular activities to college-bound students.
But a new book, The Self-Driven Child, makes a compelling case that something less tangible — a sense of control over their lives — may ultimately determine the long-term success and happiness of today’s teens.
And that key component is missing for far too many young people, leaving them feeling “powerless and overwhelmed,” write co-authors William Stixrud and Ned Johnson. As a result, students on both ends of the achievement spectrum often leave high school unprepared to chart their own path in life.
Discuss the implications and share your own insights during a #NACACreads chat on Sept. 12. The hour-long discussion will kick off on Twitter at 9 p.m. ET.
Many students with disabilities can graduate from high school and go on to college, yet an investigation by The Hechinger Report reveals that a disproportionate number of young people on Individualized Education Programs (IEPs) suffer from low expectations when it comes to postsecondary planning.
“Interviews with more than 100 parents, students, advocates, and experts across the country painted a picture of a special education landscape where transition planning and services are largely neglected,” reporters Sarah Butrymowicz and Jackie Mader wrote in an article published late last year. “Students with disabilities who could pursue higher education or meaningful employment are instead living at home and working low-wage jobs.”
Others are unemployed or pushed into professions that don’t match their interests.
In recent years, we’ve learned more about successful strategies for boosting college access and academic success.
But for many schools, communities, and colleges, bringing those interventions to students has proven challenging, researcher Ben Castleman said Tuesday during a NACAC Facebook Live broadcast.
A new guide— Nudges, Norms, and New Solutions — seeks to fill that gap. The resource is available free of charge and offers step-by-step advice to help educators increase college access, help students file for financial aid, and stay on track academically.
Looking to break down some of the barriers that prevent students from moving beyond high school?
We’ll be broadcasting via Facebook Live at noon on Tuesday, June 19 with Ben Castleman, a #NACACreads author and a co-creator of a new guide Nudges, Norms, and New Solutions. This guide is a free tool for educators as they develop strategies to assist students in the transition from high school to college.
Tune in at noon ET to talk about the guide, Castleman’s new nudge hotline, and how behavioral science can be used to combat summer melt and encourage student success.
Schools with high-achieving students are reporting higher than average rates of teen depression and anxiety, a growing body of research shows.
“What we’ve found is that kids in high-achieving, relatively affluent communities are reporting higher levels of substance abuse than inner-city kids and levels of anxiety and depressive symptoms are also commensurate — if not greater,” Suniya Luthar, a professor emerita at Columbia University’s Teachers College told NPR.
Adjusting to campus life can be tough for any student.
But for teens with Asperger’s syndrome and high-functioning individuals with autism, making the transition to college can be especially challenging.
The University of Wisconsin—Eau Claire is attempting to help such students succeed by preparing them for the stressors they will face as undergrads. The university, a NACAC member institution, holds a week-long residential summer camp to help high school juniors and seniors get ready for college. 2018 marks the 10th year it has offered the camp.
The majority of LGBTQ youth experience negative and even hostile school environments, according to a new report from the Human Rights Campaign.
The advocacy group surveyed roughly 12,000 students between the ages of 13 and 17 who identify as lesbian, gay, bisexual, transgender, or queer, and found that 70 percent had been bullied at school because of their sexual orientation.