OARacle Newsletter

When families think about college preparation, it’s easy to focus on grades, test scores, and applications. But for autistic students, success in college has just as much to do with what happens outside the classroom—things like managing a schedule, asking for help, or figuring out what to eat for dinner.

Many autistic students arrive academically qualified but struggle to bridge the gaps in day-to-day independence that were once bridged at home by familiar environments and subtle prompts or cues. Daily routines often challenge adults, let alone young adults who transition to college and end up feeling overwhelmed by all they are left to manage, often with fewer built-in supports.

It helps if students prepare for those responsibilities early while they are still at home. An early start can also help make the preparation less daunting for parents who are trying to keep things running smoothly. Implementing small shifts makes managing the home and parenting easier and ultimately builds the student’s confidence and self-reliance.

Here are six strategies parents can use to build college readiness by shifting everyday responsibilities into the hands of the student. Consider starting with one of these strategies and finding a space that works in your home.

1. Turn Everyday Tasks Into Routines

Tasks like waking up on time, doing laundry, packing lunch, or organizing medication form the foundation of successful independent living. These routines can quickly become overwhelming for first-year students who are also adjusting to a new environment, class schedules, and social expectations.

Begin to help your student by observing where you still offer cues—reminders to the student to brush their teeth, take medication, or prepare for the next day—and slowly withdraw those prompts. Then work to see what prompts help the student—visual cues, technology reminders like phone alarms, or something else the student can manage when they are away from home.

Repetition, rather than perfection, is the goal. Don’t do it for them. Make sure whatever works for the student is manageable for your schedule as well. When these tasks are practiced regularly at home, students gain a better understanding of how much time they take and how to fit them into a weekly rhythm.

2. Practice Letting Them Be Late

Time management is a skill best learned through experience. Allowing natural consequences to occur—such as being late for school after oversleeping—can be more effective than reminders.

Afterward, talk through the situation: What were the consequences? How long did the morning routine take? What could be adjusted next time? These kinds of reflective conversations help students understand how to troubleshoot and plan for better results in the future.

3. Use Familiar Places to Practice Getting Lost

A college campus and a new community will likely be a challenge for the student to navigate. Many young adults have limited experience getting from point A to point B on their own without some support from a parent. Practicing navigation skills in familiar environments can help build both confidence and problem-solving skills.

Assign an errand they have some familiarity with—going to a grocery store or pharmacy to pick up an item or getting a haircut, for example—and have them plan the route, consider transportation (walk, bike, bus, or a ride from you), manage timing, and respond to any unexpected changes. If you want to start smaller, consider a walk with a pet on a new route. Begin with short distances or familiar locations and gradually introduce new or more complex destinations. These opportunities build awareness of travel training, observation, and flexible thinking.

4. Hand Over the Calendar

The structured 8:00 a.m. to 3:00 p.m. school day doesn’t exist in college. Students often have large blocks of free time between classes and may struggle to fill those gaps productively. 

Encouraging the young adult to take ownership of their calendar can make a big difference. Have them practice inputting appointments, class times, work shifts, study blocks, and personal routines into a calendar. Start by sharing oversight with your young adult—such as a weekly calendar review—and slowly transition responsibilities to help them practice organizing their time and develop consistent habits.

5. Normalize Asking for Help

Knowing how and when to ask for help is one of the most critical college readiness skills. Students should feel comfortable seeking support not just from family but also from professors, disability services, resident advisors, and other adults.

Help your student develop these skills by encouraging them to practice in familiar settings—such as scheduling their own doctor’s appointment, emailing a teacher about an assignment, or approaching a staff member with a question. These experiences contribute to their confidence and comfort level with self-advocacy.

Asking for help should be framed as a sign of strength and critical skills, and it’s important to treat it that way in conversation and practice.

6. Don’t Rescue Right Away

There will be moments when students face setbacks, such as missed deadlines, forgotten items, or social missteps. These are all valuable learning experiences.

Rather than fixing the issue immediately, try guiding them through it. Ask questions like: What are two possible ways to handle this? What might happen if it isn’t resolved? Who else could help you figure this out?

Debriefing after the moment, rather than during it, gives students a chance to problem-solve and reflect—both key steps in building resilience and independence.

Closing Thoughts

Transitioning to college is a process that takes time and practice. For parents, preparing a young adult for independence doesn’t mean disappearing—it means creating space for growth, allowing mistakes, and supporting reflection.

Helping them manage everyday transitions at home can have a big impact in managing a transition to higher education.

Amy Radochonski is the president of College Living Experience (CLE). She is a dedicated educator with 25 years of experience working with autistic students and developing programming, serving neurodiverse young adults in a variety of settings. She is a member of the Advisory Board for the College Autism Network (CAN) and has contributed to several publications focused on autism and transition planning, including Transitioning to College: A Guide for Students with Disabilities and Autism Goes to College. Her work reflects a longstanding commitment to inclusion, skill-building, and community connection.