And the countdown to the first day of college begins! If you’re the parent of a rising first-year, you’ve likely bought all the necessary physical supplies, like textbooks and shower shoes. However, you might not have considered the support your student will need to manage the day-to-day demands of college. Most college students need support at some point, whether they’re adjusting to college life or figuring out how to manage their workload. The challenge is that students don’t always recognize that they need help until they’re already struggling.
We know neurodivergent college students may face additional challenges both in and out of the classroom, making it easier for them to become overwhelmed. Putting support in place before classes begin can make the transition to a new academic environment more manageable. Your family might have built routines that worked for high school, but college changes how, when, and where that support is available. Here are five areas to think through with your student before the semester begins.
If your student had trouble with a skill in high school, they’ll probably have trouble with it in college, too. Did due dates sneak up on them? How well could they break a large assignment into smaller tasks? Think about which strategies your student found most useful and see if you can adapt those strategies for college.
College will also add new demands, like living away from home and managing a less structured schedule. All of these require mental energy. They may use up their mental reserves and find themselves struggling with tasks that gave them no trouble in high school. Before the semester begins, talk with your student about what has worked in the past and where they think they may need additional support.
Your student can now start identifying ways to manage these difficulties. Start by finding out what software the college provides. Most schools give students Google or Microsoft accounts, and both companies include productivity software and accessibility tools in their education packages. The learning management system, where students will upload their assignments, may also have useful features, like reminder emails for due dates. Your student should explore these digital helpers to find out what features they prefer.
The beginning of the semester is also a good time to look at each syllabus and identify important dates, recurring assignments, and course expectations. Bringing that information into one system can help your student see what’s ahead instead of responding to deadlines as they arrive.
Next, consider the support people on campus. Your student will likely have an academic advisor to handle things like selecting courses, and students who receive accommodations can also connect with their school’s disability or accessibility services office. Other campus resources may include tutors, academic coaches, and other student-support services. Help your student identify these resources before they need them. Knowing who to contact can make asking for help easier when a problem comes up.
Part of a college’s purpose is the development of a community, and this aspect can be challenging for some autistic students. Unlike high school, college often provides much less built-in structure for developing relationships. Your student will have to seek out and create opportunities for social connection.
There are some built-in social opportunities at most schools, especially at the start of each semester. Orientation activities attract people who are also new to campus, so encourage your student to participate in activities that feel manageable and interesting to them. Clubs and volunteer groups are another great resource because they provide a topic of conversation. Many schools have a public directory of student organizations that your student can browse before coming to campus. See if there are any that align with your student’s interests.
Your student doesn’t need a packed social calendar. A few opportunities for connection that feel comfortable and sustainable can be a good place to start.
The support system you create before the semester begins will probably need to change once your student experiences college firsthand.
After a few weeks, your student should have settled into the rhythm of the school year and received a few grades. Now is a good time to reassess how well the support system is working. They’ll also have a better sense of which parts of college are requiring the most energy. Some strategies may not work or feel intrusive, while others could be applied more often. If tasks are completed before a support mechanism kicks in, that might be a sign that your student is ready for less support in that area.
Your student should have an active role in deciding when to modify the support system, but they should get advice on any new strategies. When possible, try one change at a time and give it enough time to see whether it helps. Remember, you can always go back to the old routine if the new one doesn’t work.
Support should be flexible. The goal is to respond to what your student actually needs as the semester unfolds.
All the resources we’ve discussed require active participation. College accommodations also require students to take a more active role than they may have been accustomed to in high school.
Before classes begin, make sure your student understands how accommodations work at their college, who they need to contact, and what they’re responsible for communicating. The process varies by school, so students should follow the procedures provided by their disability or accessibility services office.
Equally important is noticing when things aren’t going well and being able to ask for help. If your student notices problems, it’s easier to fix them early than when they’ve reached crisis level. Discuss what signs might indicate that your student needs more or different support. Maybe assignments are beginning to pile up or deadlines are becoming harder to manage. Identifying those signs in advance can make it easier for your student to recognize when they need to adjust a strategy or reach out for support.
Support works best when it’s in place before a student is struggling to keep up.
Spectrum Transition Coaching’s Semester Support begins with a 90-minute syllabus review with a coach. Together, the student and coach look at each course, identify important deadlines and expectations, and create a plan for managing the semester ahead. Ongoing coaching provides support with organization, workload management, follow-through, and the day-to-day realities of college.
Setting up support before classes begin gives your student the opportunity to start the semester with a plan and a person they already know they can turn to when challenges come up.
If you have been thinking about College Semester Support for the fall, please connect with me soon. We need enough time to match your student with a coach and get everything in place before classes begin.
You can schedule a free call with me to talk through whether this support would be a good fit for your student.