IN THIS LESSON

Every problem is an opportunity to find a solution.

Many students graduate without a clear plan for their future, not because they lack potential, but because they lack access to the guidance, resources, and support needed to succeed. In this lesson, you'll explore the most common gaps in today's education system, including limited college and career planning, unequal access to opportunities, and the need for personalized student support. You'll also discover how The Student Support Suite was created to help bridge these gaps by empowering students to plan, prepare, and succeed.

Learning Objectives

  • Identify key challenges impacting students in education today.

  • Explain the vision and mission of The Student Support Suite.

  • Understand the role of student advocacy in academic and personal success.

  • Recognize the importance of self-advocacy and support systems.

  • Connect personal goals to future college and career success.

Key Foundational Principle:

Every student deserves support, opportunity, and someone who believes in their potential.

Download "Reality Check" PDF

  • Use the following resources to complete the “Reality Check” pdf.

    1. Allensworth, E. M., & Clark, K. (2020). High School GPAs and ACT Scores as Predictors of College Completion: Examining Assumptions About Consistency Across High Schools. Educational Researcher, 49(3), 198–21.

    2. Cassady, J. C., & Johnson, R. E. (2002). Cognitive test anxiety and academic performance. Contemporary Educational Psychology, 27(2), 270–295.

    3. Chapell, M. S., Blanding, Z. B., Silverstein, M. E., Takahashi, M., Newman, B., Gubi, A., & McCann, N. (2005). Test anxiety and academic performance in undergraduate and graduate students. Journal of Educational Psychology, 97(2), 268–274.

    4. Hodapp, V., & Benson, J. (1997).The multidimensionality of test anxiety: A test of different models. Anxiety, Stress and Coping, 10, 219- 244.

    5. Mornhinweg, G. C. (1992). Effects of Music Preference and Selection on Stress Reduction. Journal of Holistic Nursing, 10(2), 101–109.

    6. Parashis, S. (2007). The effects of pre-exam exposure to music on test anxiety. Rowan University, Rowan Digital Works.

    7. Smock, C. D. (1956). The relationship between test anxiety, threat-expectancy, and speech fluency. Journal of Personality, 25(1), 1–17.