Recognizing The Importance Of Transitions In Education

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

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.

👩🎓 Being ready to succeed in college is every bit as important as being admitted, which is why I wrote this piece for Grown and Flown. Here's an excerpt: Yes, applying to college is a lot of work. But all of that pales in comparison to the four (or more) years that lie ahead in higher education. When students start college, their coursework is often more demanding than what they’re used to. But for many students I work with, the bigger challenge is managing their newfound independence. In high school, they’ve often been supported by a network of parents, teachers, and #counselors in ways that aren’t always obvious. Upon arriving at college, students will have plenty of things on their plates, such as navigating an unfamiliar campus and making new friends; the more that parents can help them master life skills while still in high school, the better. It’s also vital for students to become aware of their strengths and challenges, so they will know what types of support to seek out as needed. Students dealing with depression, anxiety, or other issues can meet with their school counselor, a private therapist, or a support group. Some high schools offer courses in financial literacy and other life skills, which can be extremely useful. Such courses may also be available through a local community education program or online. If they’re on a special education plan in high school, such as a 504 or Individualized Education Plan (IEP), students can attend the team meetings and take an active role in shaping these plans. There are post-graduate (PG) or gap year programs that specifically focus on college readiness. Students who don’t wish to take a gap year can find shorter versions of these programs that they can join during the summer before or after senior year. These programs help build a variety of skills and ease the transition to becoming a full-time college student. Most colleges provide — at no extra charge — academic advising, residence assistants, peer #tutoring, mental health #counseling, career counseling, and often specialized centers for math and writing. Students with learning differences (e.g., #autism, #ADHD, or #dyslexia) often benefit from academic (i.e., executive functioning) coaching, social skills groups, and guidance with independent living-skills services which are only available at certain #colleges. These students may need to attend colleges that offer robust, typically fee-based, learning support programs, or hire additional support staff on their own. So if you’re in high school, get ready to write those college admission essays — and start working on becoming college-ready. #CollegeReadiness #GapYear #neurodiversity #DisabilityServices #LearningDisabilities #SpecialNeedsParents #CollegePrep #CollegeAdmissions #TeenMentalHealth

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