Category: Blog
Are you a data nerd? Do you love interpreting graphs? We just held a webinar for our clients and friends about the trends we’ve seen so far this cycle for early applicants: many deferrals.
CommonApp just published its overview of early application trends for the 2024-2025 cycle which supports our perspective. Lots of good info here!
As children transition into adulthood, parents often overlook crucial legal documents that can provide essential protection and guidance during medical or financial emergencies. Understanding and implementing three key documents—Durable Power of Attorney, HIPAA Release, and Health Care Proxy—can make a significant difference in managing your young adult’s personal and medical affairs.
A Durable Power of Attorney is a legal document that grants a designated individual (typically a parent) the authority to make financial and legal decisions on behalf of another person if they become incapacitated. For 18-year-olds entering adulthood, this document becomes critically important.
– Allows parents to manage financial affairs if the child becomes unable to do so
– Enables handling bank transactions, paying bills, managing investments
– Remains valid even if the individual becomes mentally incapacitated
– Prevents potential legal complications during emergency situations
The Health Insurance Portability and Accountability Act (HIPAA) Release Form is a critical document that allows healthcare providers to share medical information with specified individuals, typically parents or guardians.
– Ensures parents can access medical information for children over 18
– Provides transparency in medical treatments and health status
– Enables parents to communicate effectively with healthcare providers
– Crucial in emergencies where the child might be unable to provide consent
A Health Care Proxy (sometimes called a Medical Power of Attorney) empowers a designated individual to make medical decisions on behalf of another person if they are unable to make those decisions themselves.
– Allows parents to make critical medical decisions during emergencies
– Provides clear guidance for medical treatment when the individual cannot communicate
– Helps prevent potential conflicts among family members
– Ensures the individual’s medical wishes are respected.
When children turn 18, they legally become adults. This transition means parents lose automatic access to medical information and decision-making capabilities. Without these documents, parents might find themselves:
– Unable to access medical records
– Excluded from critical medical discussions
– Powerless to make financial or medical decisions during emergencies
– Facing potential legal barriers in supporting their child
This information is for general educational purposes and does not constitute legal advice. Consult with a qualified legal professional for personalized guidance tailored to your specific situation.
One thing that college admissions counselors are never privy to is something called institutional priorities that greatly influence which students are admitted to the school
Institutional priorities play a significant role in shaping a college’s admission process. These priorities are a reflection of the goals, values, and strategic plans of the institution, and they influence how the admissions office evaluates applicants. Here’s how institutional priorities can impact college admissions:
Diversity Goals
Many colleges and universities have specific priorities around diversity, equity, and inclusion. This can include diversity in terms of race, ethnicity, geographic region, socioeconomic background, gender, and academic interests. Schools may place additional weight on applicants from underrepresented groups or those who bring a unique perspective to campus life. This doesn’t necessarily mean diversity quotas, but it often guides the admissions committee to seek a student body that reflects a variety of experiences and identities.
Academic and Extracurricular Fit
Colleges often prioritize applicants who align with their specific academic strengths or institutional mission. For example, a university known for strong programs in the arts may prioritize students with demonstrated interest or achievement in creative fields. Similarly, a school with a strong emphasis on STEM might place higher value on students with strong science and math backgrounds. If the college places a premium on extracurricular involvement, applicants with leadership roles or notable achievements outside of the classroom could be favored.
Athletic Recruitment
Many schools prioritize athletes, particularly those that compete at the Division I or Division III level. Recruiting top athletes can bring prestige to a college’s sports programs, build school spirit, and even generate revenue (especially in schools with prominent athletic programs). For such schools, admissions may favor recruits who demonstrate strong athletic talent and are likely to contribute to the success of the school’s teams.
Legacy Status and Donor Connections
Some colleges and universities have a tradition of admitting students who are legacies—children or relatives of alumni. Legacy applicants may receive special consideration as part of an effort to maintain long-term relationships with alumni and encourage ongoing donations. Similarly, students who are connected to significant donors or who are from families with the potential to contribute financially to the institution might be given preferential treatment.
Geographic Representation
Institutions often seek to maintain a geographically diverse student body. Colleges may prioritize students from certain states, regions, or countries to ensure that they have a broad national or international representation. For example, if a college is looking to increase its presence in certain regions, applicants from those areas might be more competitive.
Classroom Capacity and Institutional Resources
Some schools have limited capacity in certain departments or majors and will prioritize applicants who are likely to fill areas where the institution has a shortage of students. For example, if a college is trying to increase enrollment in an underrepresented field such as engineering or nursing, applicants who demonstrate interest and aptitude in those areas may be given preference.
Financial Considerations (Yield and Full Pay Students)
Colleges and universities often prioritize applicants based on their likelihood of attending if admitted. This is called “yield.” Institutions may use financial aid strategies or offer merit-based scholarships to attract higher-yield applicants. Schools may also seek students who can pay full tuition, especially if the institution needs additional revenue or if it’s looking to offset financial aid packages for other students.
Academic Rigor and Institutional Prestige
Selective colleges may prioritize applicants from rigorous academic backgrounds, especially those from highly competitive high schools or who have demonstrated the ability to thrive in advanced coursework. A school’s institutional reputation might shape its admissions decisions as well, as prestigious institutions often look for students who will help maintain or enhance their academic standing.
Alumni Networks and Career Outcomes
Many colleges are focused on ensuring that their students are successful post-graduation, which can influence admissions policies. Schools with strong career services or a large alumni network may prioritize applicants who have demonstrated clear goals and aspirations that align with the institution’s career development resources. Applicants with a clear pathway to success after graduation can reflect well on the college’s reputation.
Mission and Institutional Values
Colleges often have a set of core values, such as a commitment to social justice, sustainability, community engagement, or innovation. Admissions teams may look for students whose passions and activities align with these values. For example, a college with a strong commitment to sustainability might prioritize applicants who have demonstrated leadership in environmental causes.
In summary, institutional priorities directly shape how admissions offices evaluate applicants. Understanding a college’s institutional goals—whether they’re about diversity, athletics, academic rigor, or financial considerations—can help applicants tailor their applications to resonate with what the school values most. It’s important for prospective students to research each institution’s mission and strategic goals, as this insight can offer a competitive edge in the admissions process.
We’re thrilled to announce that A Starting Line students have been accepted to the following schools:
This has been an unprecedented and complex year for college applications, and we couldn’t be more proud of our students.
Want to get a head start on your personal statement for college applications?
REview and plan your strategy for the commonapp prompts
When making admissions decisions, some colleges consider the applicant’s ability to pay for college, and others do not. “Need-blind” schools, such as Brown University, admit students without considering their finances. They often commit in advance to provide scholarships to any admitted student whose family cannot pay the full tuition, and some even make it possible for all students to graduate without loans.
Unfortunately, not every school has the endowment funding to be so generous. “Need-aware” schools rely more heavily on tuition to fund their operations, and make admissions decisions that take into account how much each student is likely to pay. They may still offer generous financial aid to some students, but they also need to balance it out with plenty of students who can pay most or all of the fare.
External scholarships tend to consider either need or merit, but not both. Remember, though, that these terms can be broadly applied. Given the high cost of college, even relatively high-income families can be eligible for at least some need-based aid, and there are a dizzying array of merit scholarships celebrating a wide range of achievements. Learn more about merit scholarships at Road2College.
Time is of the essence as your high school junior builds, researches, and narrows down their college application list. This might sound easy, but good research takes time. This winter and spring are the optimal times for juniors to tour colleges that they’ve already researched online.
To make the most of your time on campus, be sure you and your student both know a college’s general offerings before you arrive. For example, if you have an avid skier who’s likely to study math or physics, they should know if there’s a ski club and have a general idea of the structure of the math and physics majors.
Over a single vacation, we recommend visiting an area in which several potential schools are located. If you visit Pennsylvania, for example, you could visit Lehigh, Drexel, UPenn and Swarthmore, but only if they all offer the program in which you are interested. We find that it’s most effective to visit no more than two schools per day, because each info session and tour can take upwards of two hours. Taking in the information during the info sessions and walking around campuses is more tiring than you might think!
The information sessions are the college sales pitch. Listen carefully to what the guides say, and what they don’t say. Do they mention student life, study abroad, the diversity of the student body? Be prepared with specific questions to ask the guide, based on your interests and on research you’ve done about the school’s programs. As you walk around the campus, get a feel for the vibe. The college students are likely to be on their campuses during the high school winter and spring breaks. Try to talk to them — it’s entirely fine to ask them questions like “what do you like most about this school?”
Think about the size and location of the school. Is it walkable? Is it too flat or too hilly? Is there enough of a town or city around? What happens if you are studying late and want a snack?
Above all, we recommend that you keep a journal or record of which school you visit, your thoughts and reflections on your time at that school. Take photos and tag the locations, and after each tour, make more notes or dictate voice memos. We have a journal template that we give to our students to help them stay organized with their reflections.
By Susan Alves, MA, PhD
We all find it challenging to stay productive at this time of year. So many distractions pull our attention away from our day-to-day commitments. If these distractions are fun, like parties, gift shopping, and holiday get-togethers, we still can become overwhelmed. Even if we do not celebrate a holiday at this time of year, we experience the swirl of a society in an overdrive cacophony. The students in our lives are no different.
Although middle school, high school, and college-age students may tell you that they have it under control, most could benefit from your support if they are to stay productive and happy during these busy weeks. Beware the notion that multitasking is effective. Usually, it is not. Conversely, slowing down and choosing to focus on one thing at a time often produces better-quality work. Concentrating on one task at a time also can leave room to enjoy one’s work. Have a conversation with your student about how they are feeling and about how they are experiencing the responsibilities they are juggling. Find that sweet spot where a real conversation is most likely to happen. (Hint: It might be while driving somewhere with your student.)
Our minds can become overloaded with extraneous information and tasks to complete. When this happens, our productivity suffers. Students are no different. They may need help sorting through what is essential, what can wait, and what can be skipped. Try asking open-ended questions so your student can articulate what is necessary to them. If their answers do not match your priorities, stay in the conversation so you can better understand how they think. Work your way to a negotiated agreement. Especially if you are prone to the breathless activity of multitasking, partner with your student for a few weeks to pare back, slow down, and focus on what really needs to be done. Together, you can alleviate the extraneous load you both carry at this time of year, making room for greater productivity and better understanding and appreciation of each other.
Susan Alves, MA, PhD is the Principal of Mindfulness Tutoring & Coaching. She is currently completing a graduate level certificate in Executive Function with Landmark College (VT). Susan has a private practice that focuses on building young adult clients’ executive function skills.
We all know that colleges want to see that a student has participated in extracurricular activities and community service. We also know that parents and students alike find themselves worrying that they’ll pick the wrong ones, or do them incorrectly, or not do enough of them, or do too many.
It’s important to remember that these things aren’t important because the college wants to see them. The college wants to see them because they’re important, and they’re important because they demonstrate something about who you are, whether that’s leadership, commitment, care for others, or a desire to learn new things.
Instead of choosing an “impressive” activity, choose something you care about, and then look for opportunities within it to demonstrate your best qualities. For example:
Leadership and Teamwork
Leadership doesn’t just mean being the team captain or club president. Have you helped a younger student get up to speed? Come up with a new idea and put in the work to make it happen? Identified someone else’s good idea and boosted it, even though it wasn’t your idea? Those are all ways to demonstrate that you’re an important part of a team — and will be an important part of the campus community and the teams or organizations you join in college.
Commitment and Dedication
Consistent effort over time delivers results — in school and in life. Whether it’s daily practice learning an instrument, early workouts with your sports team, or showing up week after week to package groceries at the food pantry, a long-term devotion to something shows that you’ve got the persistence to succeed in college.
Resilience and Learning New Things
If you fall out of love with musical theater, or have to quit soccer because of an injury, or if your fundraiser is a total flop, that’s not a failure. That’s an opportunity: to be resilient, to handle setbacks, to rethink your approach, to try something new. Being great at something is impressive, but so is the humility it takes to start something knowing you’re not good at it yet.
Yes, that’s almost the opposite of the bit about commitment and dedication. But remember, you don’t have to be everything to everyone: you just have to be yourself. Your extracurricular activities and community service are just some of the ways you’ll demonstrate that to other people, and they shouldn’t be merely hoops you jump through for an application.
By Simon Ginet
Restaurants are open. Parks are full. Masks have virtually disappeared. But the pandemic definitely still happened. As the world crawls back to some degree of normalcy (whatever that is), it is sometimes possible to forget that the better part of the years 2020-2022 even occurred. At times I have marveled that the whole experience seemed like a dream (an extended fever dream, perhaps), and that there is no way it actually happened.
But it did.
And it provides an explanation for why things that have come a little easier to an older generation may be puzzlingly difficult for a younger one. A significant consequence of the pandemic is the effect it had on students, students who are now looking towards college.
The college application process has never been particularly easy. There are essays, tests, recommendations, financial documents, plus the uncertainty of the process and the soul-searching of determining where exactly one wants to go. But at least when I was applying to school, we had a wired-in structure that put us on this track from the first day of 9th grade. Not everyone was talking about college at this age. I didn’t start thinking about it until 10th or 11th grade. But teachers were, counselors were, school administrators were, parents were, and the system was designed to move us along the path to college, whether we were thinking about it the whole time or not.
The concern of these educational figures did not disappear with the onset of the pandemic. But the daily structure did. And the question of “what do I want to do in four years?” was replaced with “what exactly is going on?” and “what am I going to do today?” This might explain why students are struggling with motivation, even confusion, with regards to their futures.
I was not exempt from the educational tolls of the pandemic. I spent the last 14 months of graduate school virtually. When the whole thing ended, I was not thinking about the future so much as getting through the present. This is the effect that a global crisis can have on the psyche. Slowly I started to put some pieces back together, make my way into the workforce, and take the time to think about what I wanted with my life and what my future might look like.
This group of college and workforce-bound students may not all be coming out of the blocks raring to go. The tolls on mental health are not insignificant. Students lost access to their friend groups, their sports, arts and their other extracurricular activities. This loss created a certain hole that bordered on (or crossed the border into) the traumatic. Students may not be war veterans, but having a significant form of clarity and structure dismantled so quickly does have a strong debilitating effect. This is especially true when loneliness and other mental health issues are at play.
What I know for sure from the last few years is that I never could have persisted through it all without the support of my family. I imagine it was difficult for my parents to watch me struggle, to hear about 6-hour Zoom classes, overwhelming assignments, and social confusion. They must also have sensed that absence of curiosity about my future. I imagine it is difficult for you to watch your children struggle, too. My parents showed up when I needed them, and shifted their focus from “what do you want to do after?” to “what would help today?”
Let’s take heart from the fact that we’re on this path, and on it together.
Keep working on the support. We’ll keep working on the essays. And we will work our way towards a future that we can share and be proud of, even if the students don’t see it yet.
For feedback on this piece or any questions about what it was like to be a pandemic student and a post-pandemic graduate, feel free to contact me at simon@astartingline.com.
By Nicole Locher, A Starting Line Admission Consultant & Learning Differences Specialist
Do you have a bright kid who struggles in school? Are they disorganized, missing deadlines, getting distracted easily, and/or struggling with reading and writing? Is there a gap between their academic potential and their grades?
As parents, it can be very frustrating when we see our kids struggling in school. However, we need to recognize that these struggles could be signs of an underlying learning difference or learning disability. Many parents tend to shy away from any notion that their kid might have a “disability,” but learning disabilities are actually very prevalent.
In spite this prevalence, the signs of learning disabilities can be hidden and often go unnoticed and undetected until later school years. If ignored until academic demands increase, learning differences can seriously impact a student’s self-esteem and motivation. If caught and remediated early, students can go on to achieve success in school and their careers.
This is Part One in a series of articles on two of the most common learning differences: Dyslexia and ADHD (Attention-Deficit/Hyperactivity Disorder), which affect about one in five students in the U.S. In this series, we will highlight symptoms, common misconceptions, amazing strengths, ways to help your teen, and what to expect and prepare them for when they head to college.
The most common misconceptions about people with dyslexia is that their poor reading is due to laziness, or that they’re not bright and can’t learn to read or write. In fact, people with dyslexia have average to above average intelligence, and with the appropriate intervention, can become strong readers and writers. Some also believe that dyslexia is a vision problem and that people with dyslexia see letters backwards, a misconception that has been perpetuated by a scene from the Percy Jackson filmes, where Percy can’t read the words because his mind is scrambling the letters. None of these are accurate.
Dyslexia is a language-based learning difference that is neurological in origin. It affects organization in the left part of the brain that controls the ability to process the way language is heard, spoken, read, or spelled. It is genetic and can be passed down to children through their parents, and ranges on a continuum from mild to severe.
Students with dyslexia need extra help learning to recognize and work with word sounds. They learn best through multisensory, structured phonics reading programs grounded in the scientific evidence of how the brain learns to read. Teens may also need help with writing and spelling and may benefit from accommodations such as extended time on tests, access to class notes and presentations, audio books and speech to text/text to speech assistive technology.
Teenagers May Have Difficulty With:
While having learning differences comes with challenges, there are also significant strengths and competitive advantages. People with dyslexia tend to be creative, innovative, outside-the-box thinkers who can see patterns and solutions to problems that others often don’t see. Many use these traits to turn complex information into new professional strategies. It is estimated that about 40% of entrepreneurs and 30% of CEOs have dyslexia. Business leaders such as Virgin Group founder Sir Richard Branson, former Cisco CEO John Chambers, billionaire investor Charles Schwab, Shark Tank’s Barbara Corcoran, and celebrity chef Jamie Oliver have said that their dyslexia gives them a competitive advantage.
Many colleges have become much more inclusive of students with dyslexia, and employers are increasingly seeking their innovative thinking. Last year “Dyslexic Thinking” became recognized as a vital skill by LinkedIn,as it matches with the Top Ten skills needed in today’s workplace. Even NASA actively seeks scientists with dyslexia because of their strong problem-solving skills and excellent 3D and spatial awareness.
While it’s best to be identified and receive help in early grades, it’s never too late to get help!
After being evaluated, your student may qualify for a 504 Plan Accommodation Plan or an Individual Education Plan (IEP) for Specialized Educational Services. See resource links below for more information.
For more information about evaluations and about the IEP eligibility process:
Colleges are looking for students who demonstrate leadership. But what does that even mean?
Leadership is a surprisingly slippery concept and there’s no end of books and guides and seminars about how to lead and why. Johns Hopkins even offers a Master’s degree in Organizational Leadership!
Fortunately, you don’t need an advanced degree to develop your leadership skills. You don’t need to win a student government election or even be the president of a club. Instead, think of leadership as a practice and a skill, something you do every day and get better at as you go.
Our favorite way of looking at student leadership comes from The Student Leadership Challenge, which describes five things that student leaders do:
You can do those things in ways both big and small. Whether you’re leading formal organization — or starting your own — or just being kind to others, leadership is something we can do every day that helps us improve ourselves and the world around us.
What should you do if you want to attend a small college, but you also want a broad range of courses or access to very specific facilities that are available only at a larger institution?
One option is to look for colleges that share courses and resources. For example, students at Bryn Mawr and Haverford can easily enroll at the other institution, and the schools even run frequent bus service from one campus to the other. That’s especially handy if you want to study things like The Growth and Structure of Cities, which is a major offered only at Bryn Mawr. Students at both colleges are also able to take classes at Swarthmore and the University of Pennsylvania, although logistics can be a little tricky because those schools are further apart.
Similarly, the Five College Consortium allows students to enroll in courses and use the resources of UMass Amherst, Amherst College, Mount Holyoke, Smith, and Hampshire, while on the West Coast, enrolling at any of the Claremont Colleges grants you access to Claremont McKenna, Scripps, Pitzer, Pomona, and Harvey Mudd, as well as resources from several graduate schools!
If you enroll in a college that’s part of a consortium, it’s best to choose the one where you’ll be spending the most time, because travel off-campus can be time consuming.
Early on in my career, I learned that when someone asks you a question, it helps to find out why they want to know before you start to answer. That gives you the context you need to provide the best possible response.
This is especially true when you consider college application essays. Why does a college want to know about a time you faced a challenge, setback, or failure?
The answer, of course, is that they want to know how you’ll respond to challenges, setbacks, or failures when you get to college.
I think of it as an unasked question hanging in the air around every prompt: “… and why does that make you someone we want to have on campus?”
Why would Stanford want to see a letter you write to your imagined roommate? They’re looking for students who can live well with other people.
Why would Princeton want to know about a new skill you want to learn in college? They’re looking for students with concrete and specific personal growth goals.
That’s not to say that you should just try to tell the admissions office what you think they want to hear. Far from it.
Instead, when you’re brainstorming, keep that unasked question in mind to help you identify good topics. If you want to learn how to type, how to do a new TikTok dance, and how to meditate, which one is going to be more interesting to admissions? If you have ten ideas for things to tell someone you’ve just met, which of them are likely to lead to a polite and fruitful conversation?
The pandemic has definitely changed the way admissions look at standardized tests (SAT and ACT). During the pandemic, colleges and universities pivoted to test-optional or test-blind (UC). There are currently very few schools requiring a standardized score; MIT is one of the few outlier schools requiring a student to take and submit a score. A student’s chances of being admitted to a highly selective school are much different now than they were two or three years ago. As more and more schools were becoming test optional, so the numbers of test takers increased.
Beginning just before the pandemic, admissions offices had begun to view the tests as inequitable because they have been shown to highlight the disparity between test takers who come from educated, affluent families who can pour money into test prep and those who come from disadvantaged backgrounds, thus further creating a lack of diversity on college campuses. It became common knowledge that the tests created an unnecessary barrier for low-income students.
This year, College Board released results of a study among 51 test-optional public and private colleges. Applications were up across the board, but at the highly selective private colleges, more than half of applicants didn’t submit scores. These schools also did not increase the number of seats to meet demand, creating very low acceptance rates – something they relish as it ‘looks good in the rankings’. Highly selective schools saw their numbers rise among Black, low-income, and students with high GPAs.
When is it beneficial to submit a score?
Parents and students should understand that a test score is highly predictive of how well a student will do in college, more than a GPA can predict success.
Jeff Selingo writes, “While a 1350 would have been considered a good score in the past at those {less selective} schools, now, when the only applicants submitting scores are mostly those well above the average, the expectations of admissions officers have risen with the scores — especially for applicants from wealthy academic” high schools. Students are now submitting scores only when they tend to be at the top of the range or even exceeding the range of scores.”
Selingo goes on, “In the spring, Hannah Wolff, a former college counselor at Langley High School, a top-ranked high school in the wealthy suburbs of Washington, D.C., heard from admissions counselors at several public universities that a few Langley seniors who were rejected might have been admitted if they had not submitted their SAT scores, which were in the 1350 range.” More attention might have been paid to the rigor of classes, the student’s activities and the essays. The lower median scores ultimately would bring down a school’s test score range in the rankings.
When should you not submit a score?
Charlie Deacon, Georgetown University’s admissions dean since the 1970s is very
unapologetic about his support for the tests. He believes a test score is a necessary benchmark for evaluating applications from high schools with varying degrees of rigor. “It’s not a score cutoff we’re looking for but one that’s high enough that you think, Well, maybe the student can do it,” Deacon said. “We don’t want people coming in for whom that is a real question. The really low test score is a warning signal.”
Basically, if a student is applying to any mid-range to top tier colleges, they should only submit a score if it’s very close to or above the median score for that school.
What does this mean for you?
As the acceptance rates continue to decrease at the top tier and top mid-range schools, families will need to cast a much wider net in the college search.
A Starting Line offers test prep with one of our experienced staff. We also partner with a highly regarded test prep center.
Over the many years that I have tutored children and teens in writing, and as a college essay coach, I’ve repeatedly heard parents say, “My kid is lazy; he doesn’t do his homework until it’s too late.” I’ve also heard parents say “My daughter always procrastinates until the last minute.” Let me just say, unequivocally, that the kid is NOT lazy. Procrastination, missing deadlines, not following through with tasks are common symptoms of ADHD.
Teens with ADHD typically experience some or all of the following:
According to ADDitude, teens will have a few specific activities or tasks for which they have no difficulty in exercising their executive functions quite well, which can be a source of confusion among parents, physicians, and psychologists. This may be in playing a favorite sport or video games; it could be in making art or music or some other favorite pastime.
Experts say that 80 to 85 percent of preteens continue to experience symptoms into their adolescent years, and 60 percent of children with ADHD become adults with ADHD. The impact of ADHD symptoms may increase or decrease over time depending on the individual’s brain development and the specific challenges faced in school or at work.
Further, according to ADDitude, many of your teens’ problems at home, at school, and in social settings arise due to neurological delays. ADHD is tied to weak executive skills — the brain-based functions that help teens regulate behavior, recognize the need for guidance, set and achieve goals, balance desires with responsibilities, and learn to function independently.
How does this manifest in teens?
What can you, the parent , do? Don’t say “He’s lazy and will outgrow it” thus setting your child up for failure in college and beyond. If you see these symptoms, talk with your child’s doctor. ADHD is very treatable. The symptoms in teens are treated with medication, behavior therapy, and/or through changes to diet and nutritional supplements. Regular exercise and sufficient sleep are also very important.
The difficulties we are facing with this year’s students reminds me of a story I once heard, told by meditation teacher and psychologist Tara Brach. The story concerns a white tiger named Mohini who lives at a zoo.
Mohini was put in a 12 foot by 12 foot cage upon arrival at the zoo, and lived much of her life in this prison. She spent years of her life pacing out the dimensions of her cage. Eventually, zoo staff were able to construct a larger habitat for the tiger, with much more open space. However, when they set Mohini free in the new space, she found a small corner of it and resumed her pacing, tracing out a 12 by 12 box in the grass.
Our current seniors spent a significant amount of their high school careers “boxed in,” like Mohini, in the confined space of their parents’ homes, with little exposure to the outside world and social exposure to no one but their parents. It is no wonder that now, even when restrictions have been lifted, a psychological cage remains. Being psychologically boxed in can leave one afraid to take risks and go outside of the comfort zone, which is also reflected in less-than-stellar essays. Perhaps a lack of boldness and daring in the writing is a symptom of a pandemic that asked an entire generation of enthusiastic students to put their adventurousness on hold.
Our puzzle is how to encourage this generation to rekindle the inner adventurousness that makes for bold, standout essays. It is likely that we, too, have a bit of that psychological cage around us. The story of Mohini often elicits compassion from listeners. Can we hold that compassion for ourselves and our students, being patient as we slowly find our way back into the open grass?
Simon Ginet, a college essay coach at A Starting Line, joined the team last year after getting his Master’s Degree in Education/Counseling from Boston University. He’s worked in the mental health field with trauma survivors around the same age as the students we work with, and has studied psychology as a student and layperson since 2009.
by S. Ginet The college application process offers students an incredible opportunity to demonstrate their strengths, both academic and character, as well as maturity. And while most students do not have a clear picture of their college future at age 14, they may at this age begin to develop a keener understanding of their interests, unique talents, and values. A Starting Line offers coaching to ninth grade students and their families to lay the foundation for a successful and meaningful high school career. We encourage self-inquiry and introspection, guiding students towards greater levels of self-awareness and confidence. An introspective 9^th grader becomes a self-reliant senior, and encouraging students to do inner work from a young age provides them with the tools they need to become successful college applicants and healthy young adults.
Allison Barchichat, owner of East Cobb Tutoring Center, offers some sound advice for our students wanting to apply for scholarships…
Over the last twenty years, I have served on several scholarship grading committees. Who decides the winners and how? How can you maximize your chances to win scholarship money?
I know, I know. How basic is this? Seriously though, in every committee I’ve served on there have been students immediately disqualified for not following directions. For example, one scholarship application required the winner to be a member of the school PTSA. Three students were immediately rejected because they never joined the PTSA – the rest of their application packets were complete, with thoughtfully written essays. But ultimately, they didn’t follow the directions and their hard work was for naught.
Read on for more vital information.
April is the month of Earth Day – think environment and sustainability. Do you want to help save Earth and its environments? Do you recycle, compost and make informed choices about sustainable consumer products?
Each year, the Association for the Advancement of Sustainability in Higher Education (AASHE) releases a report on the most sustainable colleges and universities. The AASHE measures institutions using the STARS system: Sustainability Tracking, Assessment and Rating System. In 2021, 550 institutions in the U.S. and Canada submitted information about the sustainability of their campus, academics, and community. Each school received a score and a rating of Platinum, Gold, Silver, or Bronze. Take a look at the list, 2021 Sustainable Campus Index