How Might My Student's Transition To College Be Different Than Some Of Their Peers?

 When Executive Function Challenges Are Present:

As our students transition to college, there are common challenges that we tend to expect. These may range from our kids feeling homesick if they’re residing on campus, to feeling overwhelmed at times as they learn to navigate their new environment, whether in person or online. They’re challenges that we as parents are likely to discuss with each other, exchanging stories, advice and support through shared experience. Similarly, our students are likely to have received some preparatory advice concerning common freshman experiences. Perhaps, they even received college survival tip books as high school graduation gifts.

Among the types of challenges that are less widely discussed at the college level, are those that stem from learning differences such as executive function issues. Our executive function skills involve mental control and self-regulation. They are the “cognitive processes that regulate an individual’s ability to sustain self-directed behavior toward a goal." 1 Dr. Thomas E. Brown, a Yale-trained clinical psychologist internationally recognized as a specialist in assessment and treatment of ADD/ADHD, has developed a model that describes 6 clusters of executive functions impaired in ADD.2,3  This model can be helpful in understanding how difficulties in these areas may impact our college students, beyond the typical freshman experience. 

https://www.brownadhdclinic.com/the-brown-model-of-add-adhd

For example, if a student has difficulty with activation, they may struggle with getting started, putting tasks off until it becomes an emergency and estimating the time tasks will take poorly. They may not realize the extent of support they received during high school that helped minimize this, nor the beneficial impact of structured high school schedules and routines. As this student transitions to college, they may need targeted strategies in this area and others described in Brown’s model that will support their academic success such as assistance developing awareness of habits of procrastination and development of a plan for hindrances to getting started, as well as information concerning strategic use of digital tools.4 Identifying and employing options for building in additional external accountability and structure such as study groups, scheduled review sessions and academic coaching appointments can be effective supports not only for the freshman year transition but also beyond.5  

Information about targeted strategies and tools to support executive function in the college environment is presented within the posts of this blog with a primary recommendation being, early exploration of your student’s campus resources. Whether in person or virtual, early assistance from student success centers or academic specialists can help students with executive function challenges improve critical college study skills early on, supporting their academic success and avoiding potential negative outcomes like class withdrawals.6

Laura Nelson

Certified in Learning Differences (LD) and Neurodiversity

Specialization in Executive Function, Landmark College Institute for Research and Training

MBA, Fordham University

lnelson@parentingadhdthroughcollege.com

References:

1 Alstad, Z. (2020). Student Engagement, Self-Regulation, and Motivation, Module 1. Landmark College Institute for Research and Training.

2,3 Brown, T. E., PhD. (2019). The Brown Model of ADD/ADHD. Retrieved from https://www.brownadhdclinic.com/

4,5 Hecker, Linda (2019-2020). Academic Strategies and Executive Function Supports for Students with LD, ADHD, and ASD. Landmark College Institute for Research and Training.

6 DuPaul, G.J., et al. (2018). Predictors and Trajectories of Educational Functioning in College Students With and Without Attention-Deficit/Hyperactivity Disorder. Journal of Postsecondary Education and Disability, 31(2), 161–178.