The Student Essay Series is part of TYAN’s initiative to showcase Youth Voice in our community. In order to promote Positive Youth Development, it is vital that we listen first-hand to youth about their opinions regarding present topics that affect them. We hope that this series provides insight into the minds of the youth and helps us better find ways to work with them.

A common goal for youth is that they will grow to be the best version of themselves and a happy, productive member of society. In the hopes of this, many youth-centered programs and activities seem to always be geared towards preparing participants for “the next steps” of their lives. Middle school prepares them for high school, which prepares them for college, all of which is preparing them for the “real adult world.” With constant preparation, it would be expected that these youth are making seamless transitions into their next steps of life.

Despite these efforts, many first-generation college students face feelings of burnout, imposter syndrome, and other adjustment difficulties during their transition, even when participating in preparatory programs such as AVID, National Honor Society, and AP/Dual Credit classes. So why is it that with all of these cautionary steps, so many students still aren’t “prepared” to what feels like an adequate level?

Additionally, feelings of burnout are also becoming more common at younger ages, specifically at the high school level. As colleges become more competitive, high school students pile on extracurricular activities, community service, leadership positions, and advanced classes all in hopes to stand out for college applications and even scholarships. This pile-on practice is significantly common in first-generation students, as they battle with both intrinsic and extrinsic pressure to be the first ones into college.

There are many programs aimed at first-generation college students, as well as at high-school students, who hope to become first-generation college students. With such a large presence of programs, it would be the hope that these students are transitioning much more seamlessly than it appears they are. What could make these programs/preparation efforts more effective?

Representation. When asked, many first-generation students recalled their program efforts being led by individuals who didn’t look like them, or come from similar background journeys. It is hard to feel prepared when those leading you will never experience things quite the same way as you. Recruiting more adults who were too once first-generation students would benefit the efficiency of these programs. They appear to youth to be more relatable and understandable, as well as provide a sense of “if they could do it, so can I” type of reassurance. These programs’ wanting to prepare students is an admirable mission, but understanding how to motivate and guide those students is a critical step in the process. Providing support for the unique population of first-generation students both before and during their transitionary times helps reduce feelings such as burn out and imposter syndrome.

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