What My Dissertation Taught Me About the Transition to College for Students with Disabilities
Before I built Aaren College Coaching, much of my professional and academic work focused on one question:
What helps students successfully transition from high school to college, especially students with disabilities?
My doctoral dissertation at California State University, Fresno examined a Transition to College intervention for students with disabilities and its relationship to enrollment, disability disclosure, and access to disability support services at the community college level. The study included data from 235 students, with 100 students participating in the Transition to College intervention and 135 students serving as a comparison group.
The research topic mattered to me because the move from high school to college can be especially difficult for students with disabilities. In high school, students may receive support through an IEP or 504 Plan, with parents, teachers, and school staff helping coordinate services. In college, the system changes. Students are expected to disclose their disability, request accommodations, understand procedures, and advocate for themselves more independently.
The Transition Is Not Just Academic
One of the biggest lessons from this work is that the transition to college is not only about whether a student is smart enough or capable enough to do college-level work.
Many students are capable. The challenge is often the system around them changes dramatically.
Students may suddenly need to:
manage deadlines independently
request accommodations on their own
communicate with professors
understand degree requirements
keep track of paperwork and support services
ask for help before they are in crisis
For students with ADHD, executive functioning challenges, learning disabilities, anxiety, or other disabilities, this shift can be overwhelming.
Disclosure and Access to Services Matter
My dissertation examined whether students accessed disability support services and disclosed their disability to the Disabled Students Programs & Services office. One finding was that students in the comparison group disclosed their disability to DSP&S during their first semester at a greater rate than students in the intervention group. The study did not find statistically significant differences between groups across measures such as total semesters enrolled, consecutive semesters enrolled, or contact with DSP&S.
It suggested that transition programs need to be examined carefully, not just assumed to work because they are well-intentioned. Who participates? When do students receive support? Are the right students being reached? Are students learning how to access services once they arrive on campus?
Those questions still matter today.
What This Means for Students and Families
For families, the key takeaway is simple: Getting accepted to college does not mean the transition support is complete.
Students often need help understanding how college systems work and how to navigate them successfully. This is especially true when students are moving from high school systems, where support may have been coordinated for them, into college systems, where they are expected to take more ownership.
That does not mean students are incapable. It means the support model changes. And many students need help learning how to operate within that new model.
Why This Still Shapes My Coaching Approach
This research continues to influence how I work with students today. My coaching approach is built around the idea that students need both clarity and systems. They may need help understanding degree requirements, planning future semesters, organizing weekly responsibilities, accessing accommodations, communicating with campus offices, or building routines that support follow-through.
For students with disabilities or executive functioning challenges, support often needs to be practical, structured, and individualized.
That might include:
semester roadmaps
accountability check-ins
task initiation strategies
support communicating with campus resources
help breaking large responsibilities into manageable steps
The goal is not to make decisions for students. The goal is to help them build the confidence, structure, and independence needed to navigate college more successfully.
Final Thoughts
My dissertation reinforced something I have continued to see throughout my career: students often struggle not because they lack ability, but because the transition to college requires a level of independence, organization, and self-advocacy they may not have been fully prepared to manage. That is especially true for students with disabilities, ADHD, or executive functioning challenges. With the right systems and support, students can learn how to advocate for themselves, access resources, stay organized, and move through college with greater confidence.
Getting into college is only the beginning. Learning how to navigate college is the next challenge.
If your student is preparing for college or struggling to navigate college systems, Aaren College Coaching provides structured support designed to help students build clarity, organization, and confidence.
