Students are surrounded by messages that tell them there’s a “right” way to succeed.
School plays a role, where students are trained to search for correct answers and measurable success.
But that message doesn’t stop at the classroom door.
It’s reinforced by social media, where other people’s decisions show up as polished milestones.
It’s echoed in peer conversations about majors, rankings, salaries, and “good schools,” often without much context or reliable information behind those comparisons.
And, it’s amplified by well-meaning adults who ask, “So what’s your plan?” before students have the tools to build one. I’ll be the first to admit I’ve asked that much sooner than I should have.
Taken together, these messages create a powerful illusion that there is a right path, and that everyone else seems to be finding it faster.
Against that backdrop, uncertainty doesn’t feel normal, it feels like falling behind.
When students hesitate, ask for reassurance, or struggle to decide, it’s often labeled as a confidence or motivation issue. Sometimes that’s true.
But, often it’s something else entirely: a readiness gap that only becomes visible once the scaffolding comes down.
Where do you see students second guessing themselves as they look for “the right answer” when there really isn’t one?
School plays a role, where students are trained to search for correct answers and measurable success.
But that message doesn’t stop at the classroom door.
It’s reinforced by social media, where other people’s decisions show up as polished milestones.
It’s echoed in peer conversations about majors, rankings, salaries, and “good schools,” often without much context or reliable information behind those comparisons.
And, it’s amplified by well-meaning adults who ask, “So what’s your plan?” before students have the tools to build one. I’ll be the first to admit I’ve asked that much sooner than I should have.
Taken together, these messages create a powerful illusion that there is a right path, and that everyone else seems to be finding it faster.
Against that backdrop, uncertainty doesn’t feel normal, it feels like falling behind.
When students hesitate, ask for reassurance, or struggle to decide, it’s often labeled as a confidence or motivation issue. Sometimes that’s true.
But, often it’s something else entirely: a readiness gap that only becomes visible once the scaffolding comes down.
Where do you see students second guessing themselves as they look for “the right answer” when there really isn’t one?
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