To better understand the barriers students are facing, we asked our Michigan student fellow applicants “What is something that would have helped you transition from high school to higher education?” They told us that not only is the path forward unclear, but they aren’t sure where to go for help. For them, successfully transitioning to postsecondary education means easily accessible and navigable support systems. Many students felt they lacked the adequate support to successfully transition to life after high school. They noted that parents and families cannot be relied upon as the only source of information and resources about going to college. One off and patchwork programs can be helpful, but they do not address the systemic needs of students, which perpetuates inequities.
To create supportive transitions, students recommended creating systemic mentorships, bridge programs/step years, and opportunities to learn financial literacy and life skills. We must do more to help students have better early awareness of their options and connect them with mentors, bridge programs, and other supports to help provide more clarity on their potential paths forward. This blog summarizes student applicants’ thoughts on transitioning to higher education, with quotes in full included at the end.
Liz Armstrong from Region 2 (Northern Michigan) summarized these themes below.
“When I graduated high school, COVID-19 was rampant, and my situation was quite unique. I would have loved more resources that could have helped [me]. [When] it came to figuring out what career I wanted and what major I would study I would have loved more programs in high school that focused on career research and college options. In my school, we did career research in eighth grade which I believe is too early. I would have loved the chance to do a career test, explore majors, and then find colleges that offer programs for a career or degree I am interested in during high school. This would have given me more clarity on what I want out of college and a path that is clear to me. Instead, I was forced to figure it out by myself and hope I land on my feet. Not everyone has a family to rely on making a resource for all high school students would be beneficial and help high schoolers in their next steps after graduation.”
Awareness and Connection
Several students noted that they were unaware or unconnected to the resources they needed. Margy Hunter (Region 8, Washtenaw County) described how she struggled to access resources at her undergraduate institution despite their being available:
“While MSU does offer numerous resources, as an enormous flagship institution, they struggled to make those supports widely known. As a result, as an incoming freshman with a disability that did not have an IEP or a 504 plan during high school, I had no idea that the Resource Center for Persons with Disabilities (RCPD) existed, let alone that I qualified for accommodations. This made my transition from high school to higher education immensely difficult; not only did I struggle in my academic coursework, but my mental health also tanked. It was not until the end of my freshman year that I came across the RCPD by chance and registered with their office to receive formal accommodations, which then completely changed my academic trajectory.”
This story underscores a need for more effective communication and connection to ensure students have access to the resources they need. To do this, students recommend investing in mentors, bridge/step year programs, and life skills/financial literacy classes.
Mentors
Many students noted that they craved the benefits of mentorship. Getsemani Gonzalez (Region 10, Detroit) stated she wished she had had access to a mentor as she transitioned from high school to college at a public 4-year institution.
“Something that would’ve helped me transition from high school to higher education was having a mentor by my side. A mentor that was entirely focused on helping me with learning how to navigate college and living alone for the first time. I know now that there are so many programs that could have helped me with the transition, but I had no idea before. I didn’t feel that something was presented to me so that I can take the opportunity. Because of this, I think that the programs that can help the transition should have a different approach on targeting these individuals.”
Natalie Bareis from Region 8 (Washtenaw County) concurred, stating:
“A counselor or student that’s whole job was to talk to me about everything outside classes. For example, resources on campus, things to do around the school, clubs, etc. It is very helpful to understand the school and its academics, I just wish I had been more informed about what else the school had to offer and how it differed from High School.”
Getsemani and Natalie both touch on the importance of having someone they can talk to about everything involved in transitioning from high school to postsecondary. Other students also highlighted the importance of getting direct support with financial literacy and life skills (expanded on below).
Other students identified how they profoundly benefited from access to mentors. A Region 3 (West Michigan) student, Lemaria Benson-Stevens described the benefits of having a community rich with mentors who supported her goals and advocated for her access to opportunities that aligned with those goals. “During my transition to college, my most important support came from the community I actively engaged with. When I needed a recommendation letter, I turned to mentors who had witnessed my growth and development. When seeking an internship, community leaders who recognized my passion for social justice not only recommended opportunities but also advocated on my behalf.”
In short, students have unequal access to mentorship opportunities, but highly value this kind of support system. Many believe that broader programs and systemic support would be more effective at helping students transition than one-off partnerships, which are often dependent on the precociousness of the student, wealth and connections of parents, or the generosity of adults.
Claire Smith from Region 9 (Southeastern Michigan) expresses this through her experience with a peer mentor:
“One thing that helped me transition from high school to college was my peer mentor. I was fortunate enough that my parents were able to connect me with a college student to help me with my application. She helped me research schools, edit my essays, and address all of my concerns about college. I believe this is a relationship that every student should have access to as they decide what their next steps are after graduating high school. After reflecting on how expensive this resource was, I realized that there is a large equity gap when it comes to peer support as students apply to higher education opportunities.”
To have this more systemic impact, bridge/step year programs and life skills/financial literacy courses might act as great conduits for connecting students with the supports they need.
Bridge Programs & Step Years
Bridge and step year programs are designed to help students identify postsecondary goals and support systems as well as transition into postsecondary programs. In addition to providing students with a network of resources and mentors, they build them a community of individuals going through a similar transition. Without these communities, students can end up feeling alone and lost.
Nailah Rene Spencer, a student from Region 9 (Southeastern Michigan), told us how she wished she had had access to a bridge or step year program to help support her transition to college.
“A program that walked me through the process of what college life would look like and how to balance my workload as well as my finances. I feel like I wasn’t fully prepared to mentally step onto a college campus. Though in all fairness not many people are. I want that to be changed. I want people to be able to ease their mental hardship about the college experience. I believe we are gaining knowledge every day and people have a right to gain this knowledge peacefully and prepared.”
Imelda Hay, from Region 6 (Capitol Area), explains the benefits of bridge and step-year programs: “A step year program like the one I attend at WMCAT would have been extremely helpful to me coming out of high school and transitioning to higher education. Seeing my peers go through similar frustrations and experiences while having someone who has navigated more life experience to guide us has helped me normalize a lot of my feelings and thoughts surrounding success and what being a young person means.”
Akhila Sunkara (Region 9, Southeastern Michigan) makes the case for these programs as well, describing how it would have been helpful to have had an opportunity to learn the skills expected of undergraduates (often known as the hidden curriculum) that aren’t generally taught to them.
“What is important for many high school students to know is that there is a lack of teacher intervention, individuals are in charge of their attendance, homework, grades among other aspects. Professors are simply there to teach, and of course answer any questions or concerns, but it is not their responsibility to monitor each student separately. I think there should be certain programs that inform incoming students about these circumstances, so they are aware of college life, or any higher education, and the individualism that comes along with it. These can encourage students to step out of their comfort zones, whether it be joining clubs, reaching out to professors, or even socializing with fellow classmates. Going into higher education or the workforce should not have individuals feeling isolated or alone, but rather feeling confident in their abilities.”
While bridge programs and step years can help students as they transition, it would also be helpful for students to learn financial literacy and life skills before they start their transition to postsecondary education and adulthood. Having these skills and support earlier could help them to make more informed decisions for their postsecondary pathways.
Life Skills
Life skills are a set of tools individuals use to navigate the world such as learning how to do taxes, schedule appointments, manage time effectively, etc. These tools include specific financial literacy skill sets as well as broader skills. Vera Love (Region 2, Northern Michigan) explains why financial literacy is critical for transitioning to postsecondary education and adulthood: “By granting knowledge to students the hindrances of the student loan system will be easier to spot. The system is deliberately complex and people fall into the hole of debt by the time they are 22 years old, but if they were educated to spot the red flags they could avoid this problem altogether. Required financial literacy classes would allow students to take control of their life and give them the first step towards being independent.” She also reminds us that it is critical for schools to fill this role because not all students can rely on their parents to teach them these skills. “Not everyone has parents who remember to explain these important skills. I know someone whose parents never explained to them how student loans worked. By the time they graduate with their film degree they will owe over $350,000 in debt.”
Another student from Region 2 (Northern Michigan) also recommended schools support student pathways by providing life and life skills courses.
“It’s important to give support and opportunities for any path after high school. Another class my school offered was a senior math credit in financial management. I’ve heard from various people entering adulthood that ‘real life’ classes would be impactful to understand basic adult tasks we may miss out on in other areas of our lives. I took this class where we discussed budgets, taxes, investments, and other best practices. I can’t say I’ve looked back at those notes much yet, but it was a fun environment to learn and feel somewhat prepared for life after high school.”
Rebecca Horan, a student and teacher from Region 3 (West Michigan), concurs with both these views, stating:
“There are many avenues of adulthood that coincide with everyone that could be much more capitalized upon before student hit high school graduation. I believe students need to be much more informed on the opportunities of higher education in general. I see many students still believe that they have to go to college even if they are unsure of what they want to do. Creating more advocacy and awareness of the opportunities available will help these students make a much more informed decision. Students should be briefed on skills/trade schools and certificates available, the basics of personal finance, registration to vote, and many other adult basics that are neglected to be administered through the state curriculum.”
Support for Success
When students receive adequate support to transition to higher education and life after high school, they report feeling prepared to meet the challenges they face and supported to thrive. Currently, many students don’t have access or don’t know how to access these supports. Parents, unfortunately, might not have the time or skills to help their children navigate these transitions, especially if they have not pursued higher education or are wary of building relationships with institutions. One off programming and individualized support have helped several Michigan students, but because they’re meant to provide support on small scales, student access to the transitional support they need remains uneven and inequitable. Students need access to systematic supports to ensure no matter where they’re starting out, they have access to whatever postsecondary pathway best fits their goals.
