One of the most damaging assumptions in education is this:
If a student is capable, they must be ready.
That’s not how humans (especially teens!) work.
College and career readiness depends on:
• executive functioning
• emotional regulation
• support systems
• life circumstances
• mental health
• confidence
• recovery from setbacks
I work with brilliant students every day who could succeed in highly competitive environments… eventually.
But, throwing them into a setting they aren’t ready for yet doesn’t prove anything. It just raises the cost of learning.
Ability doesn’t go away when a student needs and gets more support. It’s more likely to show up and grow when the conditions are right.
Readiness is not about lowering expectations. It’s about sequencing them wisely.
If a student is capable, they must be ready.
That’s not how humans (especially teens!) work.
College and career readiness depends on:
• executive functioning
• emotional regulation
• support systems
• life circumstances
• mental health
• confidence
• recovery from setbacks
I work with brilliant students every day who could succeed in highly competitive environments… eventually.
But, throwing them into a setting they aren’t ready for yet doesn’t prove anything. It just raises the cost of learning.
Ability doesn’t go away when a student needs and gets more support. It’s more likely to show up and grow when the conditions are right.
Readiness is not about lowering expectations. It’s about sequencing them wisely.
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