The college planning process can be a challenging and ever-evolving journey for students and their families, especially for those who have experienced emotional, behavioral, or learning challenges. At College MatchPoint, we guide students and families through this complex process, helping them navigate the unknowns and adapt to changes along the way. Below we explain some of the unique considerations and strategies for supporting students with mental health issues and learning differences as they embark on their path to higher education. PARALLEL PATHS In our work with students who have significant learning differences, as well as those who have mental health considerations, we often describe the process of college admission and selection as having two parallel paths. The first is straightforward: the exploration of postsecondary opportunities, university or otherwise; a standard approach to applications (and all the moving pieces of that puzzle—activity résumé, essays, and so on); college visits; and, ultimately, the selection process. The second path is the constant monitoring and awareness of the challenges that the student and the family system undergo throughout the timeframe we work with them. We often tell parents that what we know now about their child and his or her college admissions may very well change—sometimes for the better and other times in ways that will demand problem solving and a change in planning strategy. In other words, what we know in October could be very different in March. Alongside these parallel paths is the very likely reality that the process for challenged or struggling adolescents might look quite different than the more typical student’s. Guiding such students through the college admission process is generally less linear, and the “order of operations” can end up being rearranged because of differing circumstances. The endgame in advising those students is not just sending them off to the college of their choice, but having them embark on their journey with a support system. The design of that support system must be a collaborative effort between the consultant and student, with parents in advisement. We also know that the letting go experience for parents can be complicated for any number of reasons. Our knowledge base and understanding of resources enable us to bring into play—with agreement between the student and parents—the components needed to design a structure within which a student can thrive in college. Students can also rely on the supports of that structure when circumstances change for them. Understanding both campus and community resources is the first step in this aspect of the planning process. CAMPUS RESOURCES Approximately two-thirds of students who have mental health issues also have a diagnosable learning difference or other consideration that may result in accommodations. That means that psychological and educational testing are key to a full understanding of a student’s personal profile. We utilize such testing as an educational tool to help students learn more about their challenges and how they can overcome obstacles. Making sure that students understand—in language they relate to—the relationship between their mental health needs and how they are affected as learners is vital to bringing a balanced approach to their academic life on campus. Setting a support plan in place must include registration with the Office of Disability Services on the student’s college campus once enrolled. Whether a student is qualified under psychiatric disability guidelines, learning disabilities, attention deficit disorder, other designation, or a combination of categories, the willingness to engage in accommodations can make all the difference in a student’s support plan, especially when facing challenges or episodes that interfere with their studies. EMOTIONAL SUPPORT In addition, there must be a clear plan for ongoing emotional support. College counseling centers can be great resources for students; however, most students entering college with a history of mental health issues have grown more sophisticated in their needs and in their expectations of providers. As a result, identifying a therapist within the community who has experience working with college students is a better working model than relying solely on campus counseling services. That designated point person can work with the student to coordinate and assess how the support plan is working and how the professional relationships the student engages in are going on a week-to-week basis. ACADEMIC CALENDARS Students who experience a wide range of mental health issues need to address the same set of considerations as more-typical college students, although any number of those areas can be magnified. For example, consider the various university academic calendars and how they might affect different types of students. Quarter-term campuses, for example, can be a good fit for students with mental health issues because the shorter rotation of classes allows for more-frequent change and potentially fewer classes to manage. The downside of quarters is how quickly a student can fall behind if they are missing classes or struggling. As with any planning process, most students can benefit from being flexible and creative with college schedules—this is especially pertinent for those who experience mental health issues. CUSTOMIZED EXPERIENCE Beyond coordinating support services, the goal is not to find ways for students to “fit in” or take the conventional route as college undergraduates. We encourage embracing opportunities to customize the student’s experience. That may include a reduced schedule for some students, helping them balance campus life with courses, activities, and work. Attending summer courses for credit can help students stay both engaged and on track as they work toward graduation. For some students being close to family can be a huge support. Equally important, opportunities that benefit more normative college students are amplified for those with mental health challenges, so students should be encouraged to pursue study abroad, independent study, and other opportunities to focus on areas of interest while balancing completion of core requirements. Helping students curate a personalized college experience is a key job for those with roles in the student’s college life. SUCCESSFUL OUTCOMES Our team is dedicated to learning how to best serve each student's individual needs, recognizing that this is a process in itself. We collaborate with students, parents, and other professionals to create customized college plans that take into account each student's strengths, challenges, and goals. By engaging in this thorough and personalized process, we help our students find colleges where they can thrive academically, socially, and emotionally, setting them up for success in their postsecondary journey and beyond. If your student would benefit from individualized support in their college planning process, click here to schedule a complimentary session with one of our experts.

Too many American teenagers have experienced extreme stress and anxiety in the college admissions process. The pressure to excel in multiple areas is oppressive, and the lack of transparency in the process only makes it tougher. But now more than ever, meaningful changes must be made to de-escalate this mounting teen mental health crisis. In this post, we're exploring 5 specific modifications that would help ease teens' worries - from providing resources to increasing accessibility - so that families can look ahead with hope, rather than dreading what's ahead. It's time for positive action: let's make these changes happen!

May 1st is a big day for high school seniors all across the United States. This is the deadline for them to make their final decision and choose the college they will attend. For many students, it's a time of excitement and anticipation, full of opportunities and possibilities. But what about students who are hoping for a spot off a college's waitlist? Is it worth it to wait and see? The answer to that question is not a simple one. A college waitlist is a group of students who have not yet been accepted or denied admission to a college. Colleges use waitlists for various reasons, such as ensuring a properly-sized incoming class, or to address other institutional needs and priorities. For students who have accepted a spot on the waitlist, it's important to keep in mind that the final decision won't be announced until after May 1st, and sometimes as late as June, July, or even August. Furthermore, waitlists can vary greatly from year to year, and there's no surefire way to predict whether a student will be offered a spot in the incoming class. However, if a student is genuinely interested in attending a school, it doesn't hurt to stay on the waitlist. We recommend that students carefully read their waitlist offer, as it often includes information on what steps to take next. Students on the waitlist might also consider writing a Letter of Continued Interest , summarizing any new updates or accomplishments since they applied, and highlighting the reasons they would be a good fit for the school. It's important to remember, though, that students should also accept their offer from the college they have decided to attend and stop thinking about the waitlist. We encourage students and families to approach the waitlist with a positive mindset: give it your best shot, hope for the best, and prepare to thrive at the college you do end up attending.  So, is it worth it to wait and see if you'll be offered a spot off a college's waitlist? It depends on the student's individual situation and priorities. For some students, the chance to attend their top-choice school is worth the wait and uncertainty. For others, it may be more important to have a definite plan in place and move forward with the college they have already chosen. Ultimately, the decision is up to the student and their family, but staying positive and proactive can help make the waitlist process less stressful and more manageable.

There's something missing from the conversation about college admissions.

The liberal arts are a mainstay of what the college and university systems were initially built upon. But due to a change in times and demands of the workforce, post-secondary education has had to shift to meet these needs. This shift is predominately in the business and STEM arenas, causing many to think that these are the only fields that can provide stable and well-paying jobs.

The college admissions process can be tough and stressful, but it's important to remember that not getting accepted to a specific college or university is not a personal rejection. Using the term "rejected" can be hurtful and misleading, so let's explore why it's important to use more supportive language.

When anticipating your teen's launch into college life, academic preparedness often dominates concerns about readiness. But many capable students falter not because of intellectual capacity but rather an inability to regulate and execute basic adult tasks.

It's March, and that means it's time for the mad rush of college planning. For high school seniors across the country, this is a mix of both feelings of excitement and anxiety. With admissions decisions coming in during this time, it is an important month for soon to be graduates. High school juniors are eager to get their final list finalized so that they can launch into applications for next year. Even younger students like 9th and 10th graders are making plans on how to make the most out of their summer.

As the warmer weather signals the start of summertime, it can be hard to stay focused on school and keep academics as a priority. However, with college admissions becoming increasingly more competitive, keeping up good grades is essential for getting into your desired university.