As you transition to college, your support network of parents, caregivers, and others continues to play an important role in your success.
Their role may look different from what it did previously, but their support, encouragement, and perspective remain valuable as you build confidence, independence, and self-advocacy skills.
At URI, the goal is not to remove support; it’s to shift how support shows up, so that you can lead your experience, with others supporting you along the way.
In high school, support is often built in and coordinated.
In college, it is available, but access is granted if student-initiated.
| High School | College (URI) |
|---|---|
| Instruction often includes built-in scaffolding and frequent progress monitoring | Courses emphasize independent learning and critical thinking |
| Teachers guide both the content and the learning process | Professors are subject-matter experts |
| Family involvement is coordinated | Communication is student-led |
| Supports are often coordinated automatically | Students must independently access campus resources |
| Regular reminders and oversight are common | Students manage their own schedules, deadlines, and appointments |
Accessing Campus Resources
Resources are available and ready to help, but they are not automatically activated.
At URI, resources include:
Academic advising
Tutoring centers
Assistive technology support
Counseling and mental health support
Medical and Pharmacy services
DAI staff consultation
As a student, you are encouraged to:
Scheduling appointments
Attending meetings
Following through on action plans
Reaching out if something is not working
Attend office hours & study groups
Showing up prepared and on time
Support exists. Engagement is student-driven.
What this means for You
You are in the driver’s seat.
Your support network can still be a key part.
You decide when and how to involve them.
You are expected to
- Attend and engage in classes consistently
- Review syllabi and expectations carefully
- Ask questions and seek clarification during office hours
- Develop and adapt effective (sometimes new) study strategies
- Use tutoring, coaching, or assistive technology when needed
These are learned skills.
What this means for the Support Network
As your student takes on a more active role, your role shifts to being a cheerleader, coach, and partner, at times.
Empower your student by letting THEM take the initiative
- Encourage your student to advocate for themselves
- Celebrate growth, effort, and independence
- Reinforce that reaching out for help is a strength
- Let them feel the discomfort of their consequences
- Encourage responsibility for daily living skills
- Talk through time management and organization strategies
- Support routines that help your student succeed
- sleep
- nutrition
- structure
- medication management
Decrease awkward interactions
- Help your student prepare for conversations or meetings
- Ask guiding questions instead of stepping in
- Support problem-solving without taking over
- i.e., talk through how to write a professional email to a professor or DAI, rather than writing it for them.
This shift can feel significant. Your student is not receiving less support. It just looks different.
You can help by
- Encouraging your student to use available resources
- Talking through options instead of directing decisions
- Supporting consistency and routines without managing them
These shifts often show up in everyday moments. Here are some common situations and suggestions about how to navigate them.
“I don’t know what to do next.”
Start small. Reach out.
To DAI, to a professor, or to an advisor.
You don’t need to have everything figured out before asking for help.
Help your student break things into steps or write down questions, but encourage them to send the email or make the call themselves.
“I forgot and missed a deadline.”
Mistakes happen. The next step is to reconnect. Reach out to and make a plan moving forward.
Focus on helping your student reflect and reset, rather than fixing the situation for them.
“I don’t feel comfortable asking them.”
Self-advocacy can take time to build. Start in ways that feel manageable, such as email, short meetings, or connecting with DAI for support.
Encourage and validate those feelings. Practice communication together, but let your student take the lead when it matters.
“I didn’t use that resource.”
Resources are here for you, but it’s up to you to engage with them. Trying one small step (like attending office hours) can make a big difference.
Ask open-ended questions like, “What’s one resource you might try this week?” rather than directing or insisting.