The goal of any school or district is to ensure that all students are on a path toward a fulfilling future. Educators, parents, and most importantly,  students themselves, desire to be self-reliant, able to contribute to their communities, and have the knowledge and skills to take on changes in life circumstances in the personal and professional spheres. Districts design their curriculum, interventions, and support services to provide the academic and developmental preparation needed to have graduation equate to life readiness.  

In addition to the knowledge and skills, approaches and attitudes towards hard work, understanding of individual preference, and perseverance through challenging times are required for success in life. Schools strive to nurture student learning, foster curiosity, and enable students to connect their own passions to professional opportunities. 

For many students, this path toward graduation and beyond is more circuitous than linear. Some students encounter barriers during their high school journey that stall or derail their progress toward making their postsecondary aspirations a reality. Understanding the obstacles that can get in the way of student success can be a critical step to help district and school leaders identify what supports and interventions might be necessary to truly ensure that students are on track and have what they need to successfully transition to the college, career, or training program of their choice.

A Network of Support

For students who aspire to go to college, submitting applications, applying for scholarships, and securing the necessary loans require knowledge of what to do and when to do it, along with qualities like grit and persistence to continue on when things are hard. Students without a person to guide or lead these efforts can be left feeling overwhelmed and ill-equipped. First generation college students, in particular, often do not have someone in their family who understands how to navigate the various systems required to even apply to college. Students who come from environments where going to college is not the norm might encounter resistance to their choice of an alternate life path. 

And students not going directly to college also need guidance, support, and information. According to the US Department of Labor, slightly more than sixty percent of high school graduates are currently enrolling in college immediately after high school. This means that 2 out of 5 graduates need assistance in preparing themselves for job applications, interviews, and direct entry to the workforce. These students will need to be able to continue to learn through work-based training and know how to find professional learning opportunities as technology and business factors change the skill sets needed for success.  

Action steps districts and schools can take: Schools and districts might connect students, especially first generation college students, to peer mentors–others who have come from similar environments and successfully matriculated to college. They might provide additional help through support staff or adult volunteers who are willing to share their time and expertise with a student who could benefit. Expanding work-based learning opportunities and programs can be critical in helping students build networks with professionals in fields of interest and develop the skills to continually learn. These connections can serve as an important channel of communication, connection, and care for students. 

Academic Preparedness 

Students who struggle in high school often fail to see themselves as being successful outside of it. They do not always realize that the traditional structures of school are not the best fit for all learning styles and that training and work opportunities beyond high school span a much wider range of interests, skills, and talents. Students who do not pass a particular course or otherwise get behind on their course plan can sometimes see these barriers as the end of the road for their learning rather than just a bump in the road.  

Action steps districts and schools can take: Administrators, counselors, and educators can play an especially critical role for these students–helping them to understand what they need to do to catch up and helping them to better understand the range of choices and opportunities available to them in the workforce. A student who enjoys tinkering, for example, might be a perfect candidate for a job in the trades. A student who is skilled with video games or technology might find a match as a computer programmer or graphic designer. When students are able to identify a future that excites them, they will be much more motivated to persevere through make-up coursework or tutoring. 

Family Obligations and Resources

Some students feel that they are not able to think about their own hopes and dreams for the future. They are needed to care for younger siblings or immediately enter the workforce to bring in money for their family. Others feel that they lack the necessary funding to attend college–including all of the related costs to applying, taking tests, and visiting schools. While ensuring that students know what services are available from employers, the public sector, and the broader community is not an explicit element of state-adopted graduation paths, knowing these resources are available and how to access them is a critical life skill.

Action steps districts and schools can take: Understanding creative approaches to schooling–including commuting or part-time enrollment–can help a student to find a path that works for them, allowing them to contribute to their family while also continuing the momentum from high school. Additionally, helping students to understand and access financial aid that really can supplement–and for many students cover–costs associated with formal schooling is needed. This includes having students engage with FAFSA, private scholarships, institutional financial aid, and other community resources while still in high school.

Student Self Perception 

One of the most challenging barriers during and after high school can simply be a student’s perspective on who they are and what they are capable of. Whether struggling with the uncertainty of the future, emotional and mental health, fear of transition and change, or being confronted with new responsibilities they are unprepared for, students can fail to respond in a timely manner or take immediate action based on guesswork or unfounded hope. Some feel that college or training schools will be overly challenging and others worry they won’t fit in. Still others lack the clarity to even know what they want to do. Confronting these possibilities while surrounded with the support of high school guidance and peers greatly improves their ability to navigate these challenges in their postsecondary lives.

Action steps districts and schools can take: Helping students to see themselves as capable of success is important. They can write and speak about a desired future and then reverse map the steps which need to occur for that outcome to be realized in academic classes or supplemental school activities. These should begin as early as middle school, but should commence no later than 10th grade. Essays, oral presentations, form completion activities, and other postsecondary life activities can be integrated into student secondary school experiences. Experience is a potent antidote to doubt, and schools can provide these experiences intentionally and with support systems in place before graduation.

With rates of new high school graduates reporting stress and mental health issues at or near an all-time high, it is clear that more than academic preparation is needed to ensure students are able to realize postsecondary success. By identifying and addressing the barriers that recent graduates are facing today, schools and districts can improve the short- and long-term outcomes for their graduates with each additional cohort.

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