Support for College Students in Enhancing Executive Functioning Skills: Managing University Life More Efficiently
In the transition from K-12 education to higher education, neurodivergent learners may find themselves facing new challenges when it comes to executive functioning (EF) support. While K-12 schools often offer intensive, individualized, and integrated support, universities tend to take a more self-advocacy-dependent approach.
In K-12 education, schools provide a range of services to cater to neurodivergent learners' unique needs. This includes one-on-one tutoring, special education programs, and therapies such as speech and occupational therapy, all integrated into the school day. Education systems also have formalized policies and frameworks, such as inclusive education mandates and tiered interventions, to ensure that every student receives the support they need. Transition services are also a core part of the K-12 support model, preparing students for life after school and ensuring continuity and life skills development.
In contrast, higher education institutions generally offer accommodations through disability services offices. These accommodations may include extended test time, note-taking assistance, and flexible attendance. However, the burden of seeking out and managing these accommodations often falls on the student, a stark contrast to the proactive, often automatic support framework in K-12.
Neurodivergent learners in higher education are expected to be self-advocates, describing their needs, coordinating with professors, composing emails, setting up meetings, expressing support needed, and taking action when supports are not honored. This shift in responsibility can be daunting, but it is important to remember that neurodivergent learners are protected by federal civil rights laws, ensuring equal access to programs, services, and campus life.
Every higher education institution that receives federal funding has a centre or office for students who are neurodivergent to help students get the support they need. While students do not have case managers and evaluations are not conducted in college, support networks can provide encouragement, guidance, and offer helpful insight as challenges arise. Building a support network in college is important for all learners, including friends, professionals, advisors, campus services, mental health professionals, coaches, and colleagues.
As learners enter young adulthood, executive functioning skills become more refined and independent. However, struggles with EF skills can cause avoidance or resistance to daily living skills tasks due to the cognitive demands of organizing, starting tasks, and managing time around those tasks. The academic demands in college increase compared to high school, requiring organization, time management, planning, goal-directed action, tracking course materials and due dates, and determining what tasks to prioritize and complete each day.
The Real-Life Executive Functioning Meal Plan is a visual, step-by-step guide designed to help neurodiverse learners confidently manage meal preparation and daily routines. Executive functioning coaching specifically designed for college students is also available to help students manage their personal goals.
When applying to college, executive functioning expectations such as planning, prioritizing, initiating, organizing, self-monitoring, and submitting applications without excessive procrastination come into play. It is crucial for neurodivergent learners to be aware of these expectations and seek out resources to help them navigate the application process.
Section 504 of the Rehabilitation Act of 1973 guarantees the right to access academic services, programs, and activities on an equal basis to peers for neurodivergent students. The Americans with Disabilities Act (ADA) prohibits discrimination based on a student's disability, ensuring legal protections against denial of access to higher education courses and campus life.
Families continue to play a considerable role in their learners' postsecondary success, but their involvement becomes less in the accommodation process. It is important for families to support their learners in building a support network and navigating the self-advocacy aspects of higher education.
In conclusion, while the approach to executive functioning support in higher education may be different from K-12, there are resources available to help neurodivergent learners succeed. By understanding the differences, seeking out support networks, and taking advantage of available resources, neurodivergent learners can thrive in higher education.
- To enhance their personal growth and learning in higher education, neurodivergent learners need to acquire life skills related to executive functioning like time management, organization, and self-advocacy.
- In order to overcome challenges in higher education and ensure equitable access to education and self-development, neurodivergent learners should utilize resources such as executive functioning coaching and support networks while building their own support systems with friends, professionals, and campus services.
