Transitioning to college for teens with ADHD and executive functioning challenges can be daunting. These are kids who, by definition, have problems with attention, organization, emotional regulation, impulsivity, and social interaction. Just as they enter new territory, often far from home, family, and friends, the safety net they’re accustomed to is no longer automatically available. It’s now their responsibility to establish new routines, handle complex schedules, make new friends, live and work with others, manage their health and well-being, and advocate for themselves. That’s a big ask. But for those who have intentionally worked toward this moment, the transition will likely be more successful than for those who are less prepared.
The process toward independence begins well before senior year, and is different for everyone, explains college consultant Laura Barr, who has successfully “launched” thousands of students with learning challenges throughout her decades-long career.
Actionable Launch Plan
To achieve college readiness Barr developed the following launch plan comprising 23 skills in four key areas: Personal Awareness, Academic Acumen, Career Visioning, and College Readiness.
To adapt her tool to your child’s situation, begin by rating your teen’s progress on each skill (below): 1 = Not yet; need a plan; 2 = On the way; 3 = Achieving. Next, add up the scores to see where they stand.
- 61-69: highly prepared to launch
- 51-60: prepared with minor areas for growth
- 41-50: moderately prepared with notable areas for improvement
- 31-40: somewhat prepared with considerable support needed
- 23-30: early stage of preparedness with extensive support needed
Once you’ve rated their current progress, use the information below to design an Individualized Launch Plan. See skills (in bold) and strategy suggestions for improvement (in italics) below.
PERSONAL AWARENESS
- Recognizes and utilizes their sense of self-efficacy; is aware of their own learning styles and personality traits; and can articulate their strengths, achievements, challenges, and areas for growth. Use self-reflection exercises to build self-awareness and confidence; celebrate current and emerging strengths. Together, review their psychoeducational evaluation to ensure they can explain their learning/social/emotional profile.
- Establishes sleep routines that support their health. Educate your teen about the impact of sleep on mental, physical, and emotional health.
- Manages their wake and sleep cycles without assistance. Use an alarm clock to wake independently in time to get ready for school/work. Progressively step back to allow independent success.
- Takes the initiative in making appointments (e.g., doctors, dentists, mental health professionals, haircuts) and managing medications. Introduce responsibilities that require organization, planning, and follow-up skills, first with guidance, then expecting autonomy.
- Obtains driver’s license by age 16 or 17, or becomes proficient in using public transportation. Take driver’s education classes. (Driving is a complex task that requires strong executive functions that challenge teens with ADHD.)
- Demonstrates financial literacy with their bank account and understands how to use debit, credit, and bank cards. Assist with setting up bank savings and checking accounts; teach how to monitor transactions and balance their checkbook.
- Practices basic budgeting skills by managing an allowance. With your teen make and use a budget and understand how to save money. Talk about what things cost or who’s paying for what. Offer opportunities to earn money and practice accountability (e.g., doing meal prep, laundry, shopping); set rules about how much they can spend and on what (e.g., hair products; makeup, in-app purchases, etc.).
- Manages screen time and behaves ethically on social media. Foster open, judgment-free discussions and encourage questions and thoughts about sensitive topics, including what’s inappropriate to share on social media, the impact of unsuitable posting, how to have a healthy relationship with technology, and family rules re: internet and screen use.
- Is informed about sexual consent laws, and the dangers of pornography and drug/alcohol use. Participate in educational workshops/online webinars on these issues.
- Understands Title IX in education/personal welfare. Join a workshop/listen to a podcast about the Federal civil rights law that prohibits discrimination on the basis of sex in educational programs/activities (including sexual harassment, violence, or coercion).
ACADEMIC ACUMEN
- Advocates for themselves, has open dialogue with teachers, and seeks support from guidance counselors/school psychologists as needed. Encourage going to their IEP/Section 504 meetings, asking for their accommodations, and scheduling regular meetings with teachers to foster relationships, monitor progress, address course content concerns, etc.
- Understands high school graduation requirements and has mapped out a course of study that reflects the requirements of prospective colleges. Review requirements/deadlines for colleges, including the need for an updated evaluation to access accommodations and support services through the Office of Disability/Accessibility Services.
- Facilitates their personal and academic organization (including managing emails, calendars, and digital folders). Encourage use of email folders and tabs early, and seeking executive function support/training/coaching/mentorship to improve academic skills and abilities in task management, note-taking, email organization.
- Navigates high school portals and tracks grades. Support the use of password managers early to create/maintain secure, easily accessible passwords for all platforms.
CAREER VISION
- Has explored career paths and can articulate areas of interest. Begin discussing future goals and career visioning in middle school to build a forward-thinking mindset. Encourage skills-based classes related to interests; investigate micro-internships (short-term assignments for hands-on experience). Be flexible, adaptable, and encourage innovative thinking (e.g., entering college right from high school is not the only option).
- Has earned certifications and skills beyond classroom learning. Encourage non-academic skills for self-confidence and resume-building (e.g., babysitting, pet sitting, lifeguarding, CPR, first-aid training, etc.).
- Has engaged in work experiences. Explore part-time/summer jobs (e.g., camp counseling, babysitting, service industry jobs). Empower them to start a small business or freelance service (e.g., academic skills can translate into tutoring; sports achievers can coach, etc.). Help build a resume and develop a professional online presence (e.g., a LinkedIn account).
- Has participated in summer internships, shadow days, and volunteer work. Encourage working with school counselors who have access to jobs/internships.
COLLEGE READINESS
- Has explored various colleges and can advocate for appropriate choices. Start discussing colleges early and understand the timeline. Approach the college application process as a project, breaking it down into manageable tasks with deadlines, goals, and outcomes; set milestones for personal statements/essays, recommendation letters, and additional application submissions. Keep a dedicated calendar for application deadlines, test dates, and financial aid submissions. Engage with campus tours and information sessions online to gain insights before your visit. Visit various campuses beginning in freshman year to find the best fit. Visit different departments/facilities (e.g., gym, sports fields, theater). Make an appointment with the director of the Office of Disability/Accessibility Services; and spend time at the Learning Support Services Center to make sure it meets their needs.
- Has experience with independence through sleep-away camps, staying with relatives, or being involved with programs that prepare them for time away from home.
- Displays grit and openness to new experiences. Support your teen in trying new adventures, and engaging in activities out of their comfort zone (e.g., eating alone, joining different clubs, or visiting unfamiliar places).
- Has a solid understanding of potential areas of study (majors, or interests that align with their academic and career paths).
- Has a clear understanding of college finances. Together create an arrangement on allowance and expenses and develop a workable budget (e.g., try budgeting apps, such as MINT, Monarch, Copilot).
Experience has taught Barr that “Parents who raise ‘launched’ kids tend to guide and collaborate, rather than manage and dictate.” For best results, Barr recommends the following strategies to help “guide” your teen through the process:
This article is based on the ADDitude webinar Building a College-Readiness Timeline for Teens with ADHD, by Laura Barr, M.Ed., C.E.P. Eve Kessler, Esq., a former criminal appellate attorney, is co-founder of SPED*NET and a Contributing Editor of Smart Kids.