Supporting Transitions for Students

Universities and colleges put enormous effort into welcoming new students. Orientation weeks are colourful, busy, and full of opportunities to connect, but research shows that the sense of belonging students gain in those early days often fades as the semester progresses. The challenge, and opportunity, is for practitioners to design approaches that sustain belonging beyond the first few weeks. A recent study (International Journal of Qualitative Studies on Health and Well-being, October 2024) examined how students navigate educational transitions and highlighted the importance of realistic preparation, sustained connection, and the role of educators in shaping belonging. Drawing on the study, here are five domains to guide practice: 1️⃣ Prepare by setting realistic expectations. Too often, students arrive with glossy images of university life, only to feel blindsided by the pace, workload, or challenges of forming new friendships. Providing honest, balanced information before arrival helps normalise difficulty and reduce the shock of transition. Examples could include current student or alumni-led Q&A sessions, “What I wish I’d known” videos and resources.   2️⃣ Connect by creating micro-moments not just big events. Large welcome events can spark initial excitement, but belonging is sustained through everyday micro-connections - someone to sit with in class, a lecturer remembering your name, a peer inviting you to coffee. Encourage tutors to use ice breakers beyond week one, support student leaders to facilitate ongoing low-barrier activities that foster peer and staff connection like weekly walks or shared study sessions. 3️⃣ Empower educations as ‘belonging builders.’ The research reinforces that educators play a critical role in student wellbeing. Approachability, empathy, and inclusivity from teaching staff often matter as much as peer friendships. Small practices like checking in, learning names, or acknowledging diverse perspectives can have outsized impact. 4️⃣ Integrate by addressing compounding transitions. Academic demands, social shifts, housing changes, and wellbeing challenges often overlap. Students rarely experience these in isolation, and when combined, they intensify stress and risk of disengagement. Consider integrated and holistic advising models where academic, wellbeing, and housing staff collaborate to support students. 5️⃣ Monitor, recognising loneliness as an early signal Finally, loneliness is often the first indicator of deeper wellbeing issues. Monitoring connection levels can provide an early warning system for support. Use pulse surveys, quick check-ins in tutorials, or digital tools to flag students at risk of isolation, paired with clear referral and early intervention pathways (e.g., peer connectors, student mentors, proactive outreach). 🔗 Read the full study: https://lnkd.in/gjvUH6sa

I’ve lived the student struggle. Now, I teach institutions how to do better. As a first-gen college graduate, I’ve been there, navigating the transition from college to the job market without clear guidance. It was overwhelming, isolating, and filled with endless self-doubt. I remember feeling like I was alone in the struggle, unsure of where to turn or who would understand. But here’s the thing: Students don’t need to feel this way. Institutions have the power to make these transitions smoother, more empowering, and less uncertain. Here’s how: ✅ 𝗨𝗻𝗱𝗲𝗿𝘀𝘁𝗮𝗻𝗱 𝘁𝗵𝗲 𝘀𝘁𝘂𝗱𝗲𝗻𝘁 𝗽𝗲𝗿𝘀𝗽𝗲𝗰𝘁𝗶𝘃𝗲. When I was a student, all I wanted was to feel seen and heard. Institutions can make a huge difference by: → Listening to their experiences. → Creating safe spaces where students can share openly. → Acknowledging their unique challenges, especially for first-gen and underserved students. ✅ 𝗣𝗿𝗼𝘃𝗶𝗱𝗲 𝘁𝗮𝗶𝗹𝗼𝗿𝗲𝗱 𝘀𝘂𝗽𝗽𝗼𝗿𝘁. One-size-fits-all advice doesn’t cut it. Personalization is key: → Offer personalized career coaching that speaks to their specific goals. → Connect students with mentors who truly understand their journey. → Create opportunities for career exploration that align with their passions, not just their degrees. ✅ 𝗙𝗼𝘀𝘁𝗲𝗿 𝗮 𝗴𝗿𝗼𝘄𝘁𝗵 𝗺𝗶𝗻𝗱𝘀𝗲𝘁. Life is full of challenges, but it's also about resilience and growth. Here’s what students need to keep pushing forward: → Teach them to see challenges as opportunities, not roadblocks. → Host workshops on resilience, confidence, and leadership. → Celebrate their wins—big or small—to keep them motivated and remind them how far they’ve come. When institutions step up, students thrive. They don’t just survive—they excel. They feel seen, supported, and empowered with clarity. It's not just about preparing students for careers—it’s about equipping them with the tools needed to navigate today's uncertain job market. What’s one way your institution supports students during transitions? 👉 Let’s share ideas to make a bigger impact! PS. My 2025 College + University Speaking Tour Continues! Today, I’ll be at Felician University and Georgian Court University guiding students on leveraging their strengths to develop their career paths and craft their personal mission statements.

Re-thinking year 7 to prevent the spring slide Each September, year 7 students arrive with energy, nerves and fresh uniforms, ready to begin their secondary journey. The excitement of new beginnings is palpable: new friendships, new routines, and for many, genuine enthusiasm. But by the spring term, that energy begins to fade. A quiet shift occurs. Attendance starts to dip. Pupils who were once engaged and punctual become harder to reach. They begin missing days, withdrawing from lessons, or expressing increased anxiety about school. For some, this drift continues into year 8—and by then, the pattern is harder to reverse. Much of the conversation about transition focuses on the first few weeks of year 7. Induction days, meet-the-tutor evenings, and form group bonding activities are all designed to ease the move from primary to secondary. But the truth is, transition is not a moment; it’s a process. And for many students, it’s not complete by October half-term. By spring, the novelty of secondary school has worn off. Some students have struggled to find lasting friendships. Others feel overwhelmed by the step-up in academic expectations. Many begin to feel unnoticed—lost in a system that assumes they’ve “settled in.” It’s here that belonging begins to erode. And when belonging disappears, attendance often follows. We cannot leave belonging to chance. It must be intentionally built and consistently reinforced. The most effective schools are moving away from front-loading transition in the first half term and instead designing a year-long approach that centres relational connection, identity, and inclusion. Schools should explicitly plan for belonging in the first half term—not just through PSHE but across tutor time, curriculum, and wider school life. Activities that explore identity, values and connection can create a strong foundation. Year 7 students need to see their identity reflected in the curriculum and school culture. Spring is often when the cracks begin to show, yet few schools plan belonging interventions at this point. For students already showing signs of disengagement, create individualised belonging plans. These could involve joining a club, taking on a small leadership role, or having a weekly check-in with a trusted adult. Students are far less likely to disengage if they feel known by someone in school. A useful exercise is to audit each student’s connections: can they name three adults who know them well? Don’t wait until July to think about year 8. Instead, help students begin to reflect on their growth, take pride in their progress, and look forward with confidence. Invite them to lead sessions for incoming year 6s or contribute to a “Year 8 ready” display or event. By placing relationships and connection at the centre of the year 7 experience—and by sustaining that work throughout the year—we don’t just protect attendance. We protect young people’s confidence, identity and trust in school itself.

*New* from @OECD Career Readiness: Innovation in career pathways across five countries https://lnkd.in/errcekp9 Career Pathway programmes allow students to engage in intense career exploration and preparation while still in general secondary education. Through Career Pathways, students are offered something different: programmes which are often delivered over 1-2 days a week, rich in work-related learning and work-based learning and focused on vocational areas, rather than academic subjects.  Spending the rest of the week in traditional schooling, students keep their options for the future open while becoming better placed for transitions into possible post-secondary employment, education or vocational training related to a field of personal interest.  Historically participation in such programmes has been strongly associated with better employment outcomes for young people. In this new working paper, Paul Herdman (US not-for-profit Rodel) and OECD colleagues provide a first international comparative study of Career Pathways, exploring innovations in their design and delivery in five predominantly Anglophone countries (Australia, Canada, New Zealand, Scotland and the United States). Key themes include discussion of approaches designed to broaden the attractiveness of such programmes to all students and how employers are being deeply engaged in provision. Drawing on study visits to each of the countries, the paper provides insights into forms of educational provision which are growing in popularity, but remain under researched. In the comments section below, you will find links to blogs and podcasts which share first-hand insights from policy makers, practitioners and students involved in new Career Pathway programmes.

👏🏽 Learning Support Assistants (LSAs): The Unsung Heroes Empowering Our Students 👏🏽 As we celebrate the achievements of our students of determination, it's crucial to recognize the often-unseen heroes working tirelessly behind the scenes: LSAs. These dedicated professionals play an indispensable role in creating inclusive & supportive learning environments where all students can thrive. 😊 Who are LSAs? LSAs are the backbone of adaptive teaching and learning within our schools. They are passionate individuals who provide tailored support to students who face a variety of challenges. 😊 Key Responsibilities of LSAs LSAs wear many hats throughout their day, adapting to the diverse needs of the students they support. Their core responsibilities include: ❤️ Individualized Learning Support: LSAs work one-on-one or in small groups with students, providing targeted instruction & assistance to help them reach their full potential. This might involve reinforcing classroom concepts, breaking down tasks into smaller steps, or utilizing alternative learning strategies. ❤️ Promoting Independence: LSAs empower students to become self-sufficient learners by fostering their confidence, encouraging self-advocacy & teaching them valuable life skills. ❤️ Creating Inclusive Classrooms: LSAs collaborate closely with teachers to adapt lessons, create inclusive learning materials & modify classroom activities to ensure all students can participate fully. ❤️ Building Positive Relationships: LSAs establish strong, trusting relationships with students, acting as mentors & role models. They provide emotional support, encouragement & guidance, helping students navigate both academic & personal challenges. ❤️ Behavior Management: LSAs assist in managing challenging behaviors, implementing positive reinforcement strategies & promoting a calm & focused learning environment. ❤️ Monitoring Progress: LSAs track student progress, provide feedback to teachers & contribute to the development of individualized education plans (IEPs). 😊 Why LSAs are Unsung Heroes LSAs often work quietly in the background, but their impact is immeasurable. They are the unsung heroes who: 👏🏽 Unlock Student Potential 👏🏽 Champion Inclusion 👏🏽 Reduce Teacher Workload 👏🏽 Build Stronger Communities 🎙️ A Call to Action Let's take a moment to recognize & appreciate the incredible work of our Learning Support Assistants. Their dedication, compassion & expertise are invaluable assets to our schools & our communities. #ThankAnLSA #LearningSupport #neurodiversity #education #inclusion #InclusiveEducation #InclusionMatters

I sat in an IEP meeting recently for a student whose learning profile requires slow, repetitive instruction and extensive small-group support. On paper, they were “on track” for a high school diploma. In reality, they were barely meeting academic expectations and still needed intensive support for everyday skills. The school’s transition assessment recommended life skills instruction, community-based learning, and vocational training. Private evaluations said the same. But throughout the meeting, one phrase kept coming up: “This student is on a diploma track.” That label was used as a reason to deny the very supports that would make independence, work readiness, and the meaningful use of that diploma possible. But here’s the truth: there is no “diploma track” in IDEA. Transition services aren’t determined by whether a student is earning a diploma—they’re determined by what the student needs to prepare for adult life. In my latest Substack article, I break down this common misconception, explain what the law actually says, and share why every student deserves both academic learning and real-world preparation. 👉 Read “There Is No Diploma Track” here: https://buff.ly/CD2EWBd #TransitionPlanning #SpecialEducation #IDEA #IEP #TransitionServices #LifeSkills #PostsecondaryReadiness #CollegeReadiness #DisabilitySupport #InclusiveEducation #TransitionAssessment #IEPProcess #HighSchoolToAdulthood #StudentSelfAdvocacy #CareerReadiness

Handling a diverse classroom requires thoughtful planning, cultural awareness, and flexible teaching. Diversity includes not just language and ethnicity, but also learning styles, socio-economic background, identity, and ability. Teachers must create inclusive spaces where all students feel respected and represented. This involves using culturally responsive teaching, differentiated instruction, and varied assessments. Lessons should connect to students’ experiences, offer multiple ways to learn and express understanding, and be adaptable to individual needs. Visual aids, simplified instructions, and peer support help overcome language barriers. Group work builds empathy and collaboration, while engaging parents and respecting cultural values strengthens support beyond the classroom. Teachers must reflect on their biases, promote fairness, and continually develop inclusive practices. In short, managing diversity means valuing each learner, adapting intentionally, and fostering a classroom where everyone can thrive.

What if a simple phone call could revolutionize education for thousands of students? In Latin America and the Caribbean, the COVID-19 crisis led to the world's longest school closures: 237 days of closure 165 million students were affected. This not only widened existing educational gaps but also increased school dropout rates, especially among low-income students struggling with digital access. The key challenge became: Reducing the educational gap Keeping children in school Improving personalized learning Faced with this enormous challenge, agile, scalable, and efficient solutions were needed. The answer came through something as simple as a phone call. The IDB funded six remote tutoring pilot programs in Argentina, Mexico, El Salvador, and Guatemala. Here's how it worked: Focus: Transition between primary and secondary education, a critical point where many students leave the system Target: Most vulnerable areas with poor connectivity Method: Weekly math tutoring for eight weeks via phone calls and SMS Results: Over 3,000 students benefited. More than 300 tutors were involved. Students accelerated their learning by up to 50%. Provided socio-emotional support, motivating improved performance and continued studies. The initiative plans to: In Paraguay and mathematics: - Goal to reach 10,000 students - Targeting over 200 public schools - Covering 15 departments and Asunción  Expand to other countries in the region (Uruguay, Paraguay, Dominican Republic, Brazil) Incorporate more subjects. This innovative approach shows that sometimes, the most effective solutions can be surprisingly simple. By leveraging widely available technology like phone calls and SMS, we can bridge educational gaps and provide crucial support to students in need. We firmly believe in the large-scale adoption of this innovative approach. #education #innovation #socialdevelopment #edtech Pablo Zoido Mercedes Mateo Diaz

🏠Preparing Students with Disabilities for Independent Living Preparing students for independence is not about pushing them forward — it’s about walking beside them as they build the confidence to step on their own. Every task, from budgeting to navigating transportation, is more than a skill; it’s a symbol of trust in one’s ability to live, decide, and participate. When we teach through real-world practice, we honor the dignity of growth at every stage. Reflections: 🔹 Role-playing, simulations, and real-life experiences bridge classroom learning with authentic independence. 🔹 Teaching daily routines builds more than skill — it develops self-assurance and decision-making. 🔹 Money management and time organization reinforce cause and consequence, helping students think ahead. 🔹 Advocacy training and safety awareness empower students to speak for their needs with confidence. 🔹 Independence is nurtured through opportunity, not assumed readiness — success requires both guidance and patience. Empowerment grows when we see potential over limitation and prepare students not just to function — but to flourish. — Marc L. Esposito, LMSW 🌐 https://lnkd.in/em_gkhTf | 📩 Guide2Empower345@gmail.com | IG: @unlockingpotential1 #TransitionPlanning #IndependentLivingSkills #SpecialEducation #VocationalTraining #SelfAdvocacy #FunctionalLearning #CommunityInclusion #Neurodiversity #LifeSkillsEducation

This new op-ed by Dana Stephenson & Jane Swift makes an important point: the gap between education and the workforce is often the result of misaligned systems, and states have a real opportunity to close it through smart policy and coordinating structures. Across the country, we’re seeing promising examples of states using policy levers and innovative partnerships to expand work-based learning. These strategies include: ✅ Incentivizing colleges to embed internships, apprenticeships, and (paid?) clinical placements into degree pathways. ✅ Aligning new WBL opportunities with in-demand occupations. ✅ Collecting data to make outcomes transparent so policymakers, students, and employers can see the value of WBL. At New America, we’re encouraged by states taking action to design stronger bridges between learning and earning. These bridges help students build careers while meeting employers' workforce needs. Read the OpEd here: 🔗 https://lnkd.in/dXvc7iTJ #HigherEd #WorkforceDevelopment #WorkBasedLearning #CareerPathways #StatePolicy #EconomicMobility #Skills