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Teens Making College Decisions – Parent Help? Yes, Please

Teens Making College Decisions – Parent Help Yes, Please

Every parent wants his/her kids to become independent decision-makers. As they move into their teen years, it is definitely time for them to make choices and live with the consequences of those choices. They pick their friends, their activities, their high school elective courses, the clothes they wear, and a host of other things. We hope they will make wise choices, and often have to force ourselves to “let go” and bite our tongues when we believe a choice is wrong. It’s hard.

A major decision that is made between 11th and 12th grades is the choice of a college. This is far greater in scope than a decision about high school courses or activities. It is a decision about the next four years of this kid’s life, as well as one that has long-term consequences both in terms of career and finances. Parents play an important role – teens don’t have all of the necessary information to consider.

Before the Applications Even Go Out

Your teen will be better placed to make a decision that will be good for them if you’re able to have solid conversations before he or she begin the application process. These conversations need to include:

  1. What are they considering for career choices? Of course, this may change, but schools to which they apply should at least have decent programs in those career areas.
  2. How far away from home do they want to go? There needs to be a discussion about leaving family and friends, of course, but also about the great opportunities there are for kids who “strike out on their own” and experience all that new environments have to teach them about growing up and life itself.
  3. Budget considerations have to be discussed openly and honestly. If parents have budgeted specific amounts for college and those amounts will not cover some schools under consideration, what will the student need to do to get the rest of the funding? And do they understand the amount of debt they may have upon graduation and how long that will take to pay off? Chances are they don’t.

Having these discussions before applications are made will avoid a kid being set up for a disappointment. Yale is a wonderful school, but it costs about $50,000 a year.

Choices are Narrowed – a Great Teaching Moment

Once applications have gone out and acceptances have been received, the field has been narrowed. But deciding among those options still involves the same types of discussions as before and more – it will involve a decision-making process.

A college choice is a decision with long-term consequences. Most teens have not made such a decision before, and this gives parents a great chance to take them through the process of making those big life decisions that will come after college. If all goes well, the process will carry over into their adult lives, and they will have the skills to analyze options and to select the best one. The parent role in this is to teach the process not to make the decision.

Begin With Goals

It is important for kids to think about what their goals are in attending college. And they vary a lot. Some kids want pre-med or pre-law; other kids want a Bachelor’s in a specific field and then onto the work force immediately. Still others are totally clueless about potential majors and will need a strong general education program for the first couple of years while they “test the waters.” Whatever the current goals are, they should be written down.

Other non-academic goals are also important. What are geographic preferences? Is a larger, less personal environment that has greater diversity desirable, or is a smaller more personal institution a better fit?

List Those Pros and Cons

Once those goals are set, then each option can be analyzed with pros and cons based upon its meeting those goals.

A list of pros and cons should be made for each option. This is the only way to avoid an emotional decision, such as picking a school because a best friend is going there or because Uncle Charlie went there 20 years ago and loved it.

Insist Upon Visits

Your teen may have combed college websites and gained lots of information to put on his/her pro and con lists. But no final decision should be made without a visit. It’s just part of a rational path of investigation. Technology is wonderful, and virtual tours, inviting and exciting websites, and even apps that compare and contrast institutions are all great sources of information, but none of these things will replace physically setting oneself on a campus and experiencing the environment first-hand.

If your teen is particularly independent, many schools do offer weekend visits that will place him/her in a dorm with current students so that there is a real taste of college life.

The Final Choice – It is Your Teen’s to Make

What parents can provide is a process. They can also ask the important questions that will help their teens flush out their real goals, needs and desires. Ultimately, however, your kiddo must make the final decision. When that happens, it must be with your blessing, even if your choice would have been another. The important thing is that your teen now has a process for making other major decisions that will come along.

After the Decision – Support

Your role now is to be supportive of the decision and to help your teen prepare for this new chapter of life. S/he will need to continue to conduct lots of research in order to know what equipment, supplies, clothing, and even technology, along with tools and apps that fellow students recommend for being more successful should be accumulated between now and the departure date. 


About the author: Julie Ellis

JulieJulie Ellis is Miami-based marketer, passionate traveller and business blogger.

When she’s not engaged in helping her customers and students, you can find her writing lifestyle and personal development articles.

Follow Julie’s Twitter to connect and find some daily inspiration.

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Boundaries and belonging exist together, but how this works is something that takes loads of experience.

Children can’t learn respectful, kind, strong boundaries without someone who has modelled this over and over. It doesn’t have to be perfect every time, just enough times.

The presence kids and teens need from us is one that is warm AND strong. Love and leadership. They need both in the one person.

Strength without warmth will be experienced as controlling or bullying. Disagreement will come to mean rejection. To avoid rejection, they might be more likely to people please, say yes when they mean no, or denying their truth.

Warmth without strength will be experienced as ‘flaky’ or unreliable. If they don’t feel an adult leading, they will be more likely to take the leadership role from the adult. Someone has to fly the plane.

The third option is both - keep the boundary, add the warmth.

Make space for their disagreement, their ‘no’, and, hold the boundary with warmth. 

‘Warmth’ doesn’t mean dropping the boundary. It means being kind, and not withdrawing our affection because of their response. It means rejecting the behaviour, not them 

‘It’s okay to be angry at me. I won’t listen while you speak like that. Im right here. You’re not in trouble.’

‘I get why you hate this decision. It’s ok to be annoyed with me. I’m not changing my mind.’

‘It’s my job to keep you safe. I know it’s a tough decision and I’m not changing my mind. It’s okay to be angry at me.’

‘I care about you too much to let you do something unsafe. That’s my decision. I expect you’ll have a bit to say about it and that’s okay.’

If the give you information that does change your mind, it’s always ok to do that but make it clear it’s still a decision you’ve made in strength, not because you’ve been worn down: ‘What you said about … makes sense to me. I’d decided to change my mind.‘ OR, ‘Let’s talk about this calmly when you’re ready. What you’ve said about … makes sense to me. I’d like to talk about how we can make this happen in a way that works for both of us.’

This doesn’t have to be perfect - we’ll also reach the end of ourselves sometimes - it just has to be enough.♥️
Their calm and courage starts with ours.

This doesn’t mean we have to feel calm or brave. The truth is that when a young person is anxious, angry, or overwhelmed, we probably won’t feel calm or brave.

Where you can, tap into that part of you that knows they are safe enough and that they are capable of being brave enough. Then breathe. 

Breathing calms our nervous system so theirs can settle alongside. 

This is co-regulation. It lets them borrow our calm when theirs is feeling out of reach for a while. Breathe and be with.

This is how calm is caught.

Now for the brave: Rather than avoiding the brave, important, growthful things they need to do, as long as they are safe, comfort them through it.

This takes courage. Of course you’ll want to protect them from anything that feels tough or uncomfortable, but as long as they are safe, we don’t need to.

This is how we give them the experience they need to trust their capacity to do hard things, even when they are anxious.

This is how we build their brave - gently, lovingly, one tiny brave step after another. 

Courage isn’t about being fearless - but about trusting they can do hard things when they feel anxious about it. This will take time and lots of experience. So first, we support them through the experience of anxiety by leading, calmly, bravely through the storm.

Because courage isn’t the absence of anxiety.

It’s moving forward, with support, until confidence catches up.♥️
‘Making sure they aren’t alone in it’ means making sure we, or another adult, helps them feel seen, safe, and cared as they move towards the brave, meaningful, growthful thing.❤️
Children will look to their closest adult - a parent, a teacher, a grandparent, an aunt, an uncle - for signs of safety and signs of danger.

What the parent believes, the child will follow, for better or worse.

Anxiety doesn’t mean they aren’t safe or capable. It means they don’t feel safe or capable enough yet.

As long as they are safe, this is where they need to borrow our calm and certainty until they can find their own. 

The questions to ask are, ‘Do I believe they are safe and cared for here?’ ‘Do I believe they are capable?’

It’s okay if your answer is no to either of these. We aren’t meant to feel safe handing our kiddos over to every situation or to any adult.

But if the answer is no, that’s where the work is.

What do you need to know they are safe and cared for? What changes need to be made? What can help you feel more certain? Is their discomfort from something unsafe or from something growthful? What needs to happen to know they are capable of this?

This can be so tricky for parents as it isn’t always clear. Are they anxious because this is new or because it’s unsafe?

As long as they are relationally safe (or have an adult working towards this) and their bodies feel safe, the work is to believe in them enough for them to believe it too - to handle our very understandable distress at their distress, make space for their distress, and show them we believe in them by what we do next: support avoidance or brave behaviour.

As long as they are safe, we don’t need to get rid of their anxiety or big feelings. Lovingly make space for those feelings AND brave behaviour. They can feel anxious and do brave. 

‘I know this feels big. Bring all your feelings to me. I can look after you through all of it. And yes, this is happening. I know you can do this. We’ll do it together.’

But we have to be kind and patient with ourselves too. The same instinct that makes you a wonderful parent - the attachment instinct - might send your ‘they’re not safe’ radar into overdrive. 

Talk to their adults at school, talk to them, get the info you need to feel certain enough, and trust they are safe, and capable enough, even when anxiety (theirs and yours) is saying no.❤️
Anxiety in kids is tough for everyone - kids and the adults who care about them.

It’s awful for them and confusing for us. Do we move them forward? Hold them back? Is this growing them? Hurting them?

As long as they are safe - as long as they feel cared for through it and their bodies feel okay - anxiety doesn’t mean something is wrong. 
It also doesn’t mean they aren’t capable.

It means there is a gap: ‘I want to, but I don’t know that I’ll be okay.’

As long as they are safe, they don’t need to avoid the situation. They need to keep going, with support, so they can gather the evidence they need. This might take time and lots of experiences.

The brain will always abandon the ‘I want to,’ in any situation that doesn’t have enough evidence - yet - that they’re safe.

Here’s the problem. If we support avoidance of safe situations, the brain doesn’t get the experience it needs to know the difference between hard, growthful things (like school, exams, driving tests, setting boundaries, job interviews, new friendships) and dangerous things. 

It takes time and lots of experience to be able to handle the discomfort of anxiety - and all hard, important, growthful things will come with anxiety.

The work for us isn’t to hold them back from safe situations (even though we’ll want to) but to help them feel supported through the anxiety.

This is part of helping them gather the evidence their brains and bodies need to know they can feel safe and do hard things, even when they are anxious.

Think of the space between comfortable (before the growthful thing) and ‘I’ve done the important, growthful thing,’ as ‘the brave space’. 

But it never feels brave. It feels like anxious, nervous, stressed, scared, awkward, clumsy. It’s all brave - because that’s what anxiety is. It’s handling the discomfort of the brave space while they inch toward the important thing.

Any experience in the brave space matters. Even if it’s just little steps at a time. Why? Because this is where they learn that they don’t need to be scared of anxiety when they’re heading towards something important. As long as they are safe, the anxiety of the brave space won’t hurt them. It will grow them.❤️