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The following excerpt was published in University Business magazine's February 2010, volume 13, number 2 issue. Reprinted with permission.
"Executive functions are challenged in any significant life transition. While research is not yet conclusive, many believe first-generation college students, or those from different cultural or socioeconomic backgrounds, experience the same kind of executive function challenges that students with AD/HD face in college. Unfortunately, colleges have not yet learned how to deal with the mismatch between the ways some students' executive systems have developed and successful management of college coursework.
Even the best college support systems are often inadequate, and the number of students who slip through the cracks is very high. Even students who manage to muddle through by using support systems and getting extra help from instructors may still not develop the kinds of executive strategies essential to success in the workplace.
Even those without an AD/HD diagnosis can have significant challenges.
Prescription medications can have positive effects, but many students report that meds also carry a cost. I would rather see more colleges address the problem by working directly with students to develop self-management and academic strategies. It works beautifully here at Landmark College (Vt.), where students learn to develop strategies to use their strengths and overcome their challenges."
Read the full article.
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