What if there were a way to combat the pressure college students experience before they even arrive on campus? It’s a question I didn’t mean to ask when I signed up for my first dual-enrollment class, but it is now one that drives my purpose and research as I enter academia.
I started dual enrollment to explore my interests and narrow down a potential college major. I was never good at applying for extracurricular activities or internships, but I was good at studying. To deal with the stress of the ever-nearing future, I signed up for varying, dissonant classes, hoping to “find my purpose” in them. It was cheesy, but it did relieve the lack of direction I was experiencing and comforted me that I could handle a college course load. But what happens to those who never find an outlet for that academic stress?
Academic stress is already extremely prevalent among high school students, and it may be the most significant factor affecting the mental well-being of college students. We can see the detrimental effects on college campuses, where there are more than 1,000 suicides each year, making suicide one of the top three causes of death among college students. Academic performance and the environment on campus appear to have the strongest influence on stress in college.
The pressure to do well academically and be socially connected can be overwhelming for students, especially those from underserved communities. Given the growth of dual enrollment programs and their potential for expansion, along with the foundational preparation they provide to high school students, these programs may serve as a strong asset in combating rising stress levels among college applicants and students. How can dual enrollment help prepare students for the stress of college?
Addressing a Lack of Preparation and Confidence
Twenty-two percent of full-time college students in the United States drop out within their first year, often because of poor academic performance. Aside from those having low grades, this includes students with ineffective study habits and a lack of class engagement and motivation, all of which influence their decision to leave. The effects are substantial, with the majority leaving their educational goals behind.
It also points to a lack of preparation for college-level coursework and poor time management among students when they were still in high school. While it is natural to need to adjust to the new academic environment of college, the transition can be eased through dual enrollment.
Introducing a college course load and time-management skills before high school graduation eases students into college, allowing them to gradually build confidence and develop the skills and motivation to continue their education beyond high school, helping them achieve their academic goals. Dual enrollment was not well advertised at my high school, and when it was discussed, the main selling point was early college credit. Yet this program is not just an easy way to “get ahead”; it is essential to creating not only prepared college students but visionary students who are excited about their education.
As a first-year community college student at Las Positas College in California, I have found my dual enrollment experience to be integral to maintaining momentum on my academic journey. Counselors in California are becoming increasingly hard to reach, and as a result, students have to learn to manage their programs themselves. Dual enrollment has helped me decide which courses I want to enroll in, how much work I can take on, and how to align my courses with my long-term goals, empowering me to take control.
Improving Student Connection and Support
Even with dual enrollment, the counselor shortage and the lack of accessible support for early college students in many places affects college readiness and adds to students’ stress. Peer support can be key. For my peers and me, most of the reliable, tailored, and actionable information we received about navigating college came from our friends rather than from high school or college counselors. After hearing the same from so many dual enrollment students, I understand more deeply why students are more likely to perform well in college when surrounded by a strong peer community.
Counselors have even pushed me off course from my long-term goals. Without dual enrollment and the input from my peers, my transfer to university would have been postponed by at least a year. There are reasons to be wary of students possibly spreading false information, but the benefits of community that develops among dual enrollment students extend far beyond logistical knowledge into areas of course and career exploration and self-advocacy.
High schools and colleges should encourage the growth of this community. Dual enrollment gives students the freedom to explore and engage in genuine conversations about their goals. This could be further enhanced by providing opportunities for students in dual enrollment programs to collaborate with one another (especially in online classes), promoting inclusivity and ready access to the support of their peers. Students should be praised for asking questions, collaborating, and being proactive. This is not to be mistaken as an invitation for counselors to be completely hands off, however. Collaboration should be nurtured and encouraged, but colleges and high schools still have an obligation to oversee this collaboration to ensure the conclusions that students reach with their peers are attainable, accurate, and able to be supported.
By tapping into the benefits of dual enrollment programs, we can simultaneously combat students’ lack of preparation for college and lack of support during the transition to college, which can lower student stress. But to do so, we need to focus more on skill-building than on acquiring college credit, and we need to help foster a passionate community of peers and educators to support students on their educational journey.
