6 Ways to Guide Your Teen With Learning Differences Through the College Search

The transition from high school to college is one of the most significant milestones in a teenager's life. It is also an emotional, often stressful process for the entire family. When a student has learning disabilities, autism or ADHD, the process of transitioning to college involves an even greater shift in the parent role that must evolve from that of primary student advocate to one that empowers the student to manage their academic and community lives independently.   It is no longer about managing the process for them, but about coaching them through it with self-awareness and empowerment.

Here are six ways to help your student navigate the path to college in a way that prioritizes their long-term growth and happiness.

1. Shift the Focus From Location to Fit

It’s easy for students to get caught up in the vibe of a school—the city, the campus life, or the proximity to home. While those factors matter, they are secondary to fit. Encourage your teen to look past the postcard images and evaluate what will help them actually thrive. Does the institution offer the support services they need? Are there opportunities for intellectual exploration in their areas of interest? Is there any flexibility in core curriculum requirements that could be challenging for the student (e.g. foreign language or math)? A school that checks every logistical box but fails to offer an environment where your teen feels comfortable and capable is rarely the right choice.

2. Consider the Need for Support

Have open conversations with your student during this time about whether or not they will need learning support, Executive Function coaching, or social and transition guidance as they embark on their post-secondary journey.  It is important to consider this before students arrive on campus to set them up for success.  Educate yourself on the difference between high school and college, not only in setting and expectations, but also in how the laws that protect your student change.  If your student has been in a specialized learning environment or has an IEP through senior year, they may benefit from continued support as they make the significant shift from high school to college.  Evaluate whether the support provided by the college is sufficient or if you should hire an outside tutor or EF Coach to support your student until they are ready to take on their college responsibilities independently.     

3. The Intersection of Passion and Practicality

If your student is dead-set on a creative or niche field, it can be a point of friction. Instead of debating the realism of their career choice, approach it as an investigative project. Encourage them to research the landscape of that industry: What does the day-to-day work look like? What qualifications are required?  Rather than discouraging their dreams, this is about giving them the tools to design a realistic path towards them.  Suggest volunteering, internships, informational interviews or workshops as ways to test their interests before declaring a major.

4. Move Beyond the Transcript

While grades and curriculum rigor are fundamental, they are only one part of the college application.  Colleges are looking for students who will contribute to their campus communities through genuine engagement, intellectual curiosity, and a sense of independence. Encourage your teen to view their extracurriculars as extensions of their personality. Whether it is a part-time job, community service, or a niche club, these experiences demonstrate who they are outside of the classroom. Remind them that their worth is not tied to their GPA.

5. Prioritize Social Resilience

The social transition is as equally critical as the academic adjustment.  How your teen manages social situations today is a good indicator of how they will navigate the dorms and dining halls tomorrow. Remind them that "finding their people" is a skill that can be developed now. Whether through sports, theater, or community groups, encourage them to put themselves in new social environments. Building the confidence to walk into a room where they do not know anyone is one of the most valuable skills they can cultivate.

6. Embrace the Non-Linear Path

In a landscape where the "four-year plan" is often touted as the only way, it’s important to open the door to alternative timelines. Sometimes, starting at a two-year program or taking a year to engage in a transition program to solidify life, social and academic skills is the most strategic move for long-term success. If your student is feeling pressure to follow the crowd, give them the space to consider other options. A two-year program can be a smart, financially savvy stepping stone that can build the confidence and GPA needed to transfer into their dream program later.

About Stephanie Mitchell, The Bertram Group Partner, LD/ADHD/ASD Boarding School and College/Transition Advising

Since 2008, Stephanie has been working in college placement and transition planning and more recently added boarding school advising to her areas of expertise. Her specialty is in aiding students with learning differences in finding appropriate boarding school and post-secondary options through a comprehensive and individualized process. Her focus is to identify and address each student’s individual strengths, needs, and preferences while supporting families in selecting appropriate academic settings. Through aligning strengths, interests, and needs within the environment, building awareness, and formulating an in-depth understanding of their learning profile, she aids students in finding continued success in settings that fit their needs. 

Stephanie holds a Bachelor’s in Art History from St. Olaf College and a Master’s in Italian Renaissance Art History from Syracuse University. After early experiences in general education, and working in other industries, she decided to return to her calling in education. She worked for 15 years as a decoding and 1-1 remediation teacher at a private school for students with learning differences and was a proud member of the Leadership Team that started the school’s Connecticut campus. In addition to teaching, she served as the Director of College Placement and Transition Planning at the school for over 10 years. During her tenure, she successfully placed students in colleges, as well as comprehensive support, transition, and gap year programs. Before joining The Bertram Group, she owned and operated Grapevine Educational Consulting. Equally important to her professional experience, Stephanie is the proud mother of two boys who have learning, hearing, and attention deficits. She is passionate about applying her knowledge and personal experience to help parents and students who are embarking on their journey from middle school through the post-secondary transition process.

Connect with Stephanie via email at stephanie@thebertramgroup.com