Before the Acceptance Letter: College Support for Students with Learning Differences
Why This Matters Now
Senior fall is all about getting in: essays, deadlines, financial aid forms, and letters of recommendation. But for families of students with ADHD, learning disabilities, anxiety, or other learning differences, there is a second question that deserves just as much attention. Once my child gets in, will they get the support they need to stay and succeed?
A national report released in January 2025 by the National Disability Center for Student Success, funded by the U.S. Department of Education, gives us a clear look at that question. The researchers surveyed 501 college students across the country and interviewed 24 disabled students in depth about their day-to-day experiences.
As an educational psychologist and college counselor, I found the results both eye-opening and very practical. Here is what the report found, and what it means for your family right now, before the acceptance letters arrive.
Your Child Is Far From Alone
The first thing that stood out to me is how common disability is on college campuses. Based on CDC population estimates, more than 4 million U.S. college students have a disability. In the survey, 38% of students said they had a disability, chronic health condition, or mental health condition lasting at least four months. That number rose to 43% when students who were unsure were included.
The most common conditions were mental health conditions (reported by 67% of disabled students), followed by ADHD (43%) and other forms of neurodivergence (25%). More than half reported more than one condition. If your child has ADHD along with anxiety, for example, they are in very good company.
Here is the finding that surprised me most: half of the disabled students in the survey were not diagnosed until they were already in college. And only 15% had received an IEP or 504 Plan in K-12. That tells me many students are arriving on campus with real learning needs that no one has formally identified or documented. Some struggled quietly through high school. Others compensated well enough that no one noticed, until the demands of college became too much.
The IEP Does Not Follow Your Child to College
Many families are surprised to learn that an IEP or 504 Plan ends at high school graduation. In K-12, the school is responsible for finding students who need support and providing it. In college, the responsibility shifts to the student. Colleges still must provide reasonable accommodations under the Americans with Disabilities Act and Section 504, but only after the student comes forward, registers with the disability services office, and provides documentation.
There is another big change for parents. Because of federal privacy laws, you generally cannot make the request on your child's behalf or call the professor to explain. The report notes that students diagnosed in college have to work through the accommodations process largely from scratch, without help from their parents.
This is a major shift for families who have spent years attending IEP meetings and advocating for their child. In college, your child becomes their own advocate. The good news is that you have this senior year to help them get ready.
Many Students Never Ask for Help
The report shows that a large share of students with disabilities never use the support available to them. More than a third (36%) told no one on campus about their disability, not even friends. Among those who did tell someone, fewer than half went to the accommodations office. Students described worries about being seen as weak, not being believed, or being judged by professors. Those with invisible disabilities, such as ADHD, learning disabilities, and anxiety, felt this most.
Even students who do ask for help often find the process difficult. Students rated the ease of requesting accommodations at only about 3 out of 5. They described multiple forms, several offices, long waits, and having to explain their condition again and again. Approval can take months.
As someone who works with executive functioning every day, one point in the report hit home for me. The accommodations process itself demands strong planning, organization, and follow-through. Those are the very skills many students with ADHD and learning differences find hardest. A student who needs support the most may be the least likely to complete the paperwork on their own. That is why preparation before college matters so much.
Belonging Matters as Much as Grades
College success is not only about academics. The report found that students with disabilities felt less connected to campus life. They rated their sense of belonging, their friendships with classmates, and how easy it was to join social activities lower than their peers did. Many described feeling isolated or misunderstood.
The stakes are real. Students told researchers that when they lacked support, their grades dropped, they questioned their own worth, and some transferred or left college altogether. Mental health was a recurring theme. Students described symptoms that came and went, affecting attendance and focus, and they wished for more flexible attendance and deadline policies.
There were bright spots, too. Many students found strength in connecting with others who shared similar experiences, through disability-focused student groups and online class communities. Several said that once they had an honest conversation with a supportive professor, the relationship changed completely. Those moments of connection made a real difference.
Five Things You Can Do This Senior Year
The report's title says it well: access leads to achievement. Here is how you can help your student build that access before they ever set foot on campus.
Get documentation up to date. Colleges typically ask for documentation of a disability before approving accommodations, and many prefer it to be recent. If your child's last evaluation was years ago, or if you have always suspected ADHD or a learning disability that was never formally identified, senior year is the ideal time for a comprehensive psychoeducational evaluation. It gives your child a clear picture of their strengths and needs and the paperwork colleges will ask for.
Research disability services as part of your college list. On campus tours and virtual visits, stop by or call the disability services office. Ask what documentation they require, how long approval usually takes, and whether they offer extra support such as academic coaching or executive function help. Some colleges offer much more than the legal minimum.
Build self-advocacy skills now. Self-advocacy means knowing yourself, knowing your rights, and being able to communicate your needs. Let your child lead their next IEP or 504 meeting. Practice how they might explain their needs to a professor in one or two simple sentences.
Talk openly about disclosure. Help your child understand that registering with disability services is confidential, and that using accommodations is not a sign of weakness. Students who register early, before they are struggling, have a much easier time.
Plan for the paperwork. Since the process itself can be a barrier for students with executive functioning challenges, map it out together: which forms, which deadlines, and who to contact. Aim to register as soon as your child commits to a school, rather than waiting until midterms.
Every Student Deserves to Thrive
A quick note on the research: most students surveyed attended four-year colleges, and the authors caution that the results do not describe every student with a disability. Still, the patterns are clear, and they match what I see in my own work with families.
Getting in is only the first step. Students who arrive knowing their strengths, understanding their needs, and ready to ask for support are the ones who stay, grow, and graduate. With the right preparation, your child can be one of them.
If your student could benefit from an updated psychoeducational evaluation, help building executive functioning and self-advocacy skills, or guidance finding colleges with strong support programs, I would love to help. At Any Child Can Learn, I bring together my background as an educational psychologist and my work as a college counselor to support families through every step. Reach out through my website at anychildcanlearn.com to schedule a conversation.
Source: National Disability Center for Student Success (2025). Access Leads to Achievement: A National Report on Disabled College Student Experiences.
