Sunday, August 21, 2016

For High School Students with ADHD, is College the Best Next Step?

By April Gower-Getz, Chief Operating Officer, CHADD

The transition from high school to college can be challenging for any student. It can be particularly stressful for students affected by Attention-Deficit/Hyperactivity Disorder (ADHD). The good news is that students with ADHD are attending college in record numbers and achieving success. How do you help determine whether college is the next best step?
For students with ADHD, a great deal of planning must take place during junior and senior year of high school, taking into account both the student’s desires for college and career as well as his or her needs for academic support. High school guidance counselors and parents must keep several things in mind when helping to create a plan for any student with ADHD.
Higher education (including community college, four-year college, or university) may not be right for every student—at least not right after high school. What should students, parents, and guidance counselors consider when discussing the transition to college? Possibilities to explore can include attending college, a trade school, or joining the armed services. Students and their parents might consider waiting a year or more (called a “gap year”) before pursuing higher education, allowing students more time to develop the necessary life skills or maturity.
Meeting new people, participating in extracurricular opportunities, and the chance to have more flexibility in learning can make higher education an exciting adventure. But for students affected by ADHD, these circumstances can also make adjusting extremely difficult. The increased demands of college life, professors who have differing teaching styles and grading procedures, and decreased access to academic accommodations and supports, can result in more stress and greater academic difficulty for students with ADHD.
There are important things for students, parents and counselors to consider when planning for the transition from high school. Give careful consideration to whether or not the student is ready for higher education. Does the student have:
  • A personal desire or reasons for pursuing higher education?
  • Acceptance and understanding of ADHD and how it uniquely affects him or her?
  • Time management and planning skills he or she uses consistently?
  • Experience managing academics independently?
  • Other co-occurring conditions that might become worse by being away from home?
  • Good grades, with limited supervision and support from parents and teachers?
  • A preference for a traditional classroom learning environment or a hands-on learning experience?
If the student or parents answer yes to most of these questions, that student is ready for the college experience. If the answer is no to most of these questions, students and parents should consider a gap year to grow and mature, while participating in meaningful work or volunteer activities. Students may want to work with an ADHD coach or other professional during the gap year to decrease their dependence on parents and/or to grow important academic, self-determination, and self-management skills. Some students may want to take one or two courses at a community college to get a feel for the expectations of college study.

Finding the Right School
When students, their parents, and guidance counselors consider any postsecondary school, think carefully about whether or not the student can learn in that educational environment and what academic support programs it offers for students with ADHD. Determine whether the available coursework and majors align with the subject area or areas the student wants to study.

Succeeding in Higher Education
Students affected by ADHD will have more success setting goals, creating effective action plans, and mastering coping strategies if they proactively begin practicing readiness skills and utilizing supports and accommodations before leaving home. Students with greater access to learning services and academic support to help manage ADHD issues tend to experience lower levels of stress and frustration and achieve greater academic success. Working with an academic coach for ADHD or other professionals can be critical to boosting both academic and social success. When students are aware of and involved in addressing ADHD issues, they are better able to deal with the academic and social pressures of higher education.
Resources for Students and Parents
The following two directories may be helpful in locating the right college for a student with ADHD. Both can be found in school or public libraries.
  • Peterson’s Colleges with Programs for Students with Learning Disabilities or Attention Deficit Disorders, sixth edition. An online directory can be found at
  • The K&W Guide to Colleges: For Students with Learning Disabilities or Attention Deficit Disorder
Online resources include:

  • College Board Find information on seeking accommodations for tests administered through the College Board, including SAT, SAT Subject Tests, PSAT/NMSQT, PSAT 10, and Advanced Placement® Exams.
  • Educational Testing Service Disability Documentation Policies ETS administers the GRE and related graduate level exams.
  • Heath Resource Center The Heath Resource Center at The George Washington University is the national clearinghouse on postsecondary education for individuals with disabilities.
  • The National Resource Center on ADHD: A Program of CHADD. For more information, visit or call 1-800-233-4050.

Wednesday, June 29, 2016

Summer 2016 -- see you in the Fall

Every June our inbox get filled with returned emails.  "XYZ School Counseling Office is Closed until August 23rd, blah blah..."

So, we can take a hint.  We will start publishing again in Mid August.

There is news that does happen, we will recap the summers big news when we return.  Also when a big story hits we'll be  updating our web site with news so you can check for updates We also will be tweeting over the summer. You can follow us on our twitter page:  So we’ll see you in August and we will do our best to have a great summer. You do the same

Wednesday, January 6, 2016

The 2016 SC|CS Scholarship Application is now open for submissions

I recently received this email"

Hey Gene,

Would love to have this included in the school counselor portion if you think it worthy. I put on a scholarship for school counselors to attend ASCA that is funded by the school counselor community and we are going to be paying for 7 registrations this year. It's a great opportunity for school counselors.

Applicants will be eligible to receive a SC|CS 2016 scholarship to cover ASCA 2016 registration costs at their member rate (no more than $369).

Thank you to the 49 contributors who helped us raise $2,805 ($305 above our goal) which will fund 7 and a half full scholarships this year. Amazing!

Please read the entire instructions and fine print on the application form and please submit by Feb. 20th to be considered. Only completed applications will be considered.

Please note: this is only open to practicing school counselors and school counseling graduate students.

Apply here:

Wednesday, June 24, 2015

Summer 2015

There’s a lot we’ll be doing this July on the web site, along with some other projects. We will be updating our web site with news so you can check for updates We also will be tweeting over the summer. You can follow us on our twitter page:  So we’ll see you in August and we will do our best to have a great summer. You do the same.

Wednesday, May 13, 2015

Proponents of Social & Emotional Learning (SEL) in Schools from New England to Convene at Massachusetts State House

The Social-Emotional Learning (SEL) Alliance for Massachusetts (SAM) will host the Fourth Annual Spring Conference, Social Emotional Learning: The Core of Academic Success and Safe, Resilient Communities at the Massachusetts State House on Wednesday, May 27, 2015 from 9 AM to 4:30 PM. Shown to create safe learning environments and improve academic success, SEL is the educational process that provides children with the tools to recognize and manage their emotions, to bounce back from failures and disappointments, to develop caring for others and to learn problem-solving skills. Educators and school-based mental health providers from across Massachusetts and Connecticut will learn about the intricacies of implementing SEL in schools from experts in the field and will hear from U.S. Congressman Tim Ryan, D—Ohio, 13th District, about the national efforts to advocate for SEL. 

To register: $75 includes lunch:

During the Opening Ceremony, Mass. State Senate President Stanley Rosenberg, D-Amherst, and Massachusetts and Connecticut SEL proponents and experts will offer a long-term SEL educational plan to reduce risky behaviors in children that lead to violence and addiction while raising academic achievement – and actually saving tax dollars.

For more information: sel4mass@gmail.comor visit

Wednesday, March 25, 2015

Scholarship program for Caddys

I got this email today and thought I would pass it on:

I’d like to propose a blog post about a program that has been sending more than 10,000 students with financial need to college: by way of caddying.

Each year, more than 850 golf caddies across the U.S. attend college by way of a full tuition and housing scholarship through the Chick Evans Scholarship from the Western Golf AssociationThe requirements are straightforward: earn good grades, have a strong caddie record, demonstrate financial need and display outstanding character.

WGA’s goal is to send 1,000 kids to school annually by 2020, meaning there’s more opportunity than ever for deserving kids to earn the Scholarship.

Tuesday, January 20, 2015

Conducting a study on School Counselor Involvement in School-Family-Community Partnerships Based on Personality Differences

I received an email today from Denise B. Ebersole asking for some help distributing a survey to school counselors..

Here's her email:
Greetings Professional School Counselor Colleagues,

As a researcher and doctoral student at Regent University, I am conducting a study on School Counselor Involvement in School-Family-Community Partnerships Based on Personality Differences. The purpose of the current study is to investigate differences in school counselors’ perceived involvement in school-family-community partnerships based on the personality dimension of introversion/extraversion.

If you are currently employed as an elementary, middle, or high school counselor, you are invited and eligible to participate in the research by clicking the link below and completing the brief survey (Note: You may also copy and paste the link into your internet browser). Your participation in the survey should take approximately 15 minutes.

Your responses will be completely anonymous, your name or identifying information will not be associated with any results of the study, and there are no significant potential risks from participating. You may discontinue participation at any time. Your completion of the survey signifies that you are at least 18 years of age, that you are an employed school counselor, and that you are voluntarily participating in the survey.

Please forward this email to your employed school counseling colleagues (K-12) and any school counseling groups or associations. You may seek further information about the study by contacting Denise B. Ebersole at

I genuinely appreciate your willingness to contribute toward our profession and I thank you in advance for your participation.


Denise B. Ebersole, M. Ed., NCC, NCSC
Doctoral Candidate, Counselor Education and Supervision
Regent University
School of Psychology & Counseling
1000 University Drive
Virginia Beach, VA 23464?

Dr. Lee A. Underwood
Professor of Counseling
Regent University
School of Psychology & Counseling
1000 University Drive
Virginia Beach, VA 23464