Coaching as a facilitator of goal attainment for neurodivergent college students

Coronado, N., Sailor, K., & Potvin, M.-C. (2022). Coaching as a facilitator of goal attainment for neurodivergent college students. SIS Quarterly Practice Connections, 7(3).

Many neurodivergent youths struggle to manage the demands and responsibilities that come from transitioning to post-secondary education (PSE; see Figure 1), leading to poor academic performance, failed courses, and withdrawal (Kreider et al., 2015; U.S. Bureau of Labor Statistics, 2015). The transition from high school to PSE is fraught with change in nearly every occupation, including increased academic and I/ADL demands, and decreased supports (Kornblau & Robertson, 2021; U.S. Department of Education, 2011). With the number of students attending PSE increasing year over year, universities must better adapt their services to help these individuals thrive (De Brey et al., 2021; Kornblau & Robertson, 2021; Snyder & Dillow, 2010).