Another school year approaches, and juniors and seniors are strategizing about their post-high school lives. Many are pursuing scholarships and apprenticeships that make the next steps of the journey possible. They often want to meet everyone’s expectations of their potential. This can be accompanied by stress, fear of failure, and a drive for perfection in everything.
I was that student. After graduating near the top of my high school class, I attended MIT to become an environmental engineer. Despite my achievements, I lacked confidence and feared failure. I worried about not being good or smart enough. I passed my classes and completed my degree, but self-doubt lingered. I relied on others’ belief in me, and I pursued a Ph.D. I became a professor at CU and CSU, and I saw many students who, like me, faced challenges – not because of their knowledge, but from self-doubt and unclear vision of the future.
Let me share the story of Todd, a student who also had immense potential, but had a different perspective. He saw school as a game he needed to win, but not be top in every area. He worked enough for good grades and found his true passion in drafting. He worked hard and excelled in every drafting course, even becoming a teaching assistant. He enjoyed his time in high school and knew he could choose when and where to direct his efforts to create his success.
See these two different approaches to working the “box” of school? Life is often presented as a box, but we can choose to create a life we want by deciding how much effort to invest in the box, and where to work around the box. I worked within the box and maximized what I thought the box could produce for me. Todd worked with the box, but chose where to put his efforts to maximize his happiness, much of which was outside the box.
High-performing students have many options that increase challenge. GT programs, college-prep courses, Advanced Placement, International Baccalaureate, and dual-enrollment opportunities all increase rigor and expectations. However, they often lack coaching for students to develop learning strategies, strengthen their mindset, and clarify their life vision. This leaves a critical gap for ownership and directing one’s life.
When I was a professor, I discovered a curriculum that helps students learn how to learn better, develop personal growth strategies, and decide how to manage the boxes. I founded Achieving Academic Success to increase opportunities for students to envision their futures based on their own aspirations. They learn to shift from self-judgment to a growth mindset, viewing failure as a stepping stone to success. They take ownership of their learning and their lives to pursue their vision.
As we look forward to the new school year, I’d love to hear about your high schoolers’ and college students’ successes and challenges. You can learn more about our programs at achievingacademicsuccess.org, or contact me at ingrid@achievingacademicsuccess.org or 617-970-8020 for a chat.
