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Student Wellness

Now that we have all waved our classes of 2012 on their way with pomp and circumstance—and hopefully with sunny graduation days—it’s only natural to turn our attention to the classes of ’13, ’14, and ’15. But to read the headlines of the past few months, there’s still plenty to worry about concerning the graduates who are just entering the workforce and for whom the forecast is considerably cloudy.

Rising high school juniors and seniors are beginning to set their sights on the college admissions process—a long and winding road that typically includes web-based research, counselors, essays, and overnight visits to experience campus cultures.

Sounds good.

Yet, for too many students, these overnights include a different kind of education: underage drinking and intimate sexual behavior, in some cases for the first time.

Fraternities and sororities are at the core of numerous institutions’ social traditions. But as several universities and their Greek organizations have come under fire for excessive drinking and violent behavior, Ivy League schools have stepped up to make changes to the system. With the implementation of new policies and penalties, a few are hoping to curb behaviors often associated with Greek life pledging—and the negative image these behaviors create in the public eye.

There are more out lesbian, gay, bisexual, and transgender (LGBT) college students today than there have been at any other time in the history of higher education. In decades past, many young LGBT people experienced their coming out processes in college, yet today’s rising college freshmen have increasingly become more out and more vocal in high school and even in middle school.

A common objective for business schools across the country is development of leadership skills. For this reason, MBA programs utilize team-based assignments, incorporate leader development in the core curriculum, and include a plethora of leadership and service opportunities in co-curricular offerings.

Strategic Learning Alternative Techniques (SALT) Center at the University of Arizona:

A dozen strategic learning specialists are assigned to individual students, whom they meet with weekly and coach on everything from time management to self-advocacy. SALT students get help figuring out how and to whom to disclose their learning disability, and how to approach professors and talk to them. Research has shown that students with learning disabilities need to develop self-determination skills. Students begin work on self-advocacy right away.

Student Caitlin Smith of Adelphi U gets a helping hand from Susan Spencer Farinacci, executive director of the Learning Disabilities Program there.

At first glance, the sprawling University of Arizona and University of Connecticut campuses might not have much in common with Adelphi University and Curry College, smaller private institutions in the suburbs of New York City and Boston, respectively. But all of these schools have built robust programs for undergraduates with learning disabilities (LD), distinguishing themselves in the process.

They’re among an expanding number of institutions working closely with students who decades ago might have struggled to graduate—or not made it to college at all.

Life can be insanely busy for students and non-students alike, especially near the mid-point of the semester. Rapid changes in technology have only managed to accelerate the pace even more with tweets and Facebook posts competing for our attention. Add in a few energy drinks or Starbucks lattés, and a formula has been created for an environment consisting of go, go, go with little time for pause and reflection.

As new high school graduates anxiously await acceptance letters from their favorite colleges, many will start to plan for this new chapter in their lives by seeking student loans and financial aid to pay for it. After running the gauntlet of qualifying for loans and assistance, many will forget all about it.

New research confirms what many in higher education have long suspected: Students who are the first in their families to attend college—first-generation college students—are at an unseen academic disadvantage in college.

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