Would the size of UVM feel super overwhelming coming from a small independent all-girls high school? I would also be coming in during the spring semester which is a slight concern as well. Additionally, what are the student support services for those with ADHD like, and are the professors accommodating?
DS school small boarding school sends many kids with ADHD to UVM. The supports exist, but you may have to be a good advocate for yourself to access them.
Was she on an IEP or a 504 (I think that’s what it’s called)? Regardless, the procedures at major universities are nearly all the same. I had many students over the years with accommodations but the responsibility is on them, each year, to self-advocate and early in the fall term.
She will need to contact student services when she gets on campus. I’m sure they have a website with details of what they need and to book appointments.
Once she’s approved for accommodations, whatever they are, her faculty members will receive an official note. At UConn, I received link to the faculty portal for student services so I could see my students at glance. Who had 1.5x time on quizzes and tests, who was testing in the testing center, who had a university-provided note taker, hearing or vision impairments, etc.
Often students would come to me just before the first exam with doctors’ notes, medical documents… faculty don’t want anything to do with medical records. It’s not their job. If it doesn’t come from the university, it’s not approved, and there’s a deadline I put in my syllabi but not everyone did.
As a parent, we chose public school for our learning-challenged student, and every year they lay out the transition plan. But the biggest part is that they don’t work with universities nor share info. It’s entirely up to her. The school cannot even talk to you about her academic specifics unless she signs a FERPA release. It’s a whole new world.
As a parent and grad who went to a larger university from a small all-girls high school, I had no issues with the transition except the big difference in teaching… prep for lectures that isn’t checked or graded, larger classes and some big lectures, and in some big classes, pretty much just 2 midterms and a final. Perhaps a mandatory weekly recitation with a GA that was largely useless but where attendance affected grades.
Best thing is to let her find her own groups and activities. Encourage her to go to office hours, meet with her advisor (maybe 5 of my 50-60 advisees would meet with me over the year. Have her pick her own classes but ask to have a small chat before she submits, for the first year only.
It’s hard to let go, truly. When my other student heads to uni it will be even harder than my new grad because I’ve been his feral advocate since 5th grade, he has multiple challenges (and ADHD), and is high performing. But it will be his education and our kids know we won’t pay tuition for them to party and not focus.
There are many, many supports for all students with all different challenges. The one thing in common tho is that the student has to reach out and ASK.
Good luck and congratulations!