12 Factors to Consider When Beginning a College Search

Miranda Melcher co-authored this post.

Choosing a college when you have a learning disorder can be a confusing process, requiring thoughtful consideration. Learning specialist Elizabeth C. Hamblet, MAT, MSEd, suggests that college is a good place for students to explore strengths and interests and to make their own choices based on self-awareness.¹

A good place to start is by asking your student or child what they’re looking for in a college. What is most important to them at this point in their life and development? It will be different for each person depending on their strengths, weaknesses, interests, psychological state of mind, and what they might want to focus on or avoid studying. These are all factors to keep in mind as schools are considered.

Where do you see yourself?

A college environment is about more than just academics. Thinking about the climate or living situation might even be more important. Here are 12 questions to consider and discuss:

1. How close or far from home should the college be? How important is it that the student can get home quickly and easily if necessary? Some students will prefer to be able to easily come home on weekends and during breaks. For others, this won’t be a concern.
2. Should it be big, small, or medium? This is often best determined by comparison with their high school. Some students will do better in a smaller college with a simple layout and with fewer distances to manage when getting to class. Others will prefer large classes with lots of different classes and club options.
3. Does your student have any environmental sensitivities that should be considered? Are they sensitive to hot or cold temperatures which means location and climate are relevant? Do they have a sound sensitivity that might impact the type of housing they’d prefer or the level of urban, suburban, or rural setting they’d be most comfortable with?
4. Would the student prefer assigned housing? Do they want an on-campus dorm-type experience with academics and socializing within walking distance or more of a non-campus independent living environment that is more spread out?
5. What kind of meal setup and food offerings would be best for the student? Does your student have any specific eating needs that will need to be accommodated? Do they want to prepare their own meals or eat in a dining hall?
6. How prepared is the student for living independently? Is the student ready for the give-and-take that is required to live with a roommate or is a single room available? Is structured support for developing life skills a priority requirement?
7. What kinds of clubs and organizations is the student looking for? It’s important that there will be opportunities to pursue their passions.
8. What kind of socializing environments would be safest and most engaging? Limited Greek life? Many students who have had social difficulties in the past are so eager to make friends that they are particularly vulnerable to peer pressure around drugs, alcohol, and sex.
9. Is a college experience primarily about pursuing academics? Or mainly to develop social and non-academic experiences or a mix of both?
10. How prepared is the student academically for college? Is structured support for developing academic skills a priority requirement? Are there easily accessible tutoring and support services available?
11. Are there particular activities or academic subjects that the student wants to focus on, or equally important wants to avoid? It will be important to ask about basic graduation requirements and what can or can’t be waived or substituted.
12. Will there be other students or professors there who look like you? Sound like you? Does that matter to you?

There are no right or wrong answers to any of these questions. For example, small colleges can offer more interaction with professors, while larger ones will have more opportunities academically and socially. What is best for the student is the key thing. We strongly recommend that students figure out their preferences on the above questions so that when they research and ideally visit schools they are considering, they can evaluate the schools based on their preferences.

Miranda Melcher is an expert on neurodiverse inclusive education and co-authors the book NVLD and Developmental Visual-Spatial Disorder in Children.