Thriving Kids Podcast — "Independence, Routines, and College Success Q&A"

Date: March 6, 2026
Host: Dr. Dave Anderson
Guests: Dr. David Friedlander, Dr. Adam Zamora, Dr. Morgan Eldridge
Provided by: The Child Mind Institute

Episode Overview

The third and final episode in a series on the transition from high school to college, this discussion zeroes in on actionable strategies for students and families as they approach this major life change. The clinicians offer concrete advice on preparing for independence, leveraging campus supports, understanding and setting up accommodations, and fostering resilience. The episode is rich with insight for parents and students—particularly those managing mental health or learning challenges—on making college a successful, more manageable experience.

Key Discussion Points & Insights

1. Preparing Practically and Emotionally for the Transition

(01:00–08:05)

• Fostering Independence

  • Senior year is the time to encourage decision-making and self-reflection in teens—not total independence, but incremental growth.
  • "Not even full-blown people who are adulting are 100% independent."
    — Dr. Adam Zamora [01:37]

• Campus Resource Awareness

  • Research key resources such as the Office of Disabilities/Accessibility, peer tutoring, writing/math centers, and counseling services.
  • Most supports from high school (with proper documentation) can and should continue in college.

• Leveraging Accommodations

  • Existing evaluations (neuropsychological, psychoeducational) typically spell out needed accommodations; these are not giving "a leg up" but leveling the playing field.

• Importance of Early Engagement

  • Formally connect with support services as soon as a college decision is made.
  • Office hours and TA sessions can distinguish a student and positively affect academic outcomes:
    “Office hours are mandatory, they're not optional.”
    — Dr. Zamora [06:40]

2. Accessing Mental Health Supports

(08:05–11:51)

• Campus Counseling Centers

  • All colleges provide some level of counseling; the scope varies (limited sessions vs. long-term therapy).
  • "It really does depend entirely on the school and it's not necessarily predictable.”
    — Dr. Friedlander [08:50]

• Off-Campus and Community-Based Resources

  • Community therapists, telehealth, peer support groups (grief, identity, substance use, etc.) are valuable alternatives, especially if campus resources are limited.

• Leveraging Telehealth

  • Many states allow continued care via video if licensed through PSYPACT.

3. Building Social Connection

(11:51–13:40)

• Clubs and Interest Groups

  • Take advantage of club fairs and student organizations for both connection and support.
  • “Let your interests be your guide.”
    — Dr. Friedlander [12:14]

• Dorm Life

  • Relationships in dorms can vary; intentionally seeking out groups based on interests can help students find ‘their people.’

4. Accommodation Documentation and Timing

(13:40–16:21)

• Early Preparation

  • Get documentation in order and submit as soon as possible after enrollment confirmation.
  • New/updated evaluations may be necessary if prior assessments are several years old.

• Empowerment and Self-Understanding

  • Reading one’s own neuropsychology report for the first time as a legal adult can be eye-opening and empowering.

5. Self-Advocacy and Resilience in College

(16:21–19:40)

• Developing Advocacy Skills

  • Recognize personal strengths, limits, and when to seek help—true independence includes knowing when to reach out.
  • “You're going to make mistakes in college... Building resilience and grit and success for yourself are all about knowing that the mistakes... are just inevitable.”
    — Dr. Zamora [17:33]

• Handling Stressors

  • Don’t equate independence with handling all problems alone; collaboration and seeking expertise are key life skills.

6. Routines, Baselines, and Maintaining Well-Being

(19:40–21:57)

• Know Your Baseline

  • Be mindful of changes in routine (sleep, exercise, eating) and flag significant changes as potential mental health warnings.
  • "When you start deviating from it... that's definitely a red flag."
    — Dr. Friedlander [20:25]

• Consistency as Protection

  • Attempt to maintain established routines, as drastic shifts can make mental health struggles more likely.

• Parental Engagement

  • Parents should note when significant routines break down but avoid overstepping on the independence their teen is seeking.

7. Q&A Highlights

Accommodations Timing & Process

• When to Disclose Needs:
  “You technically can do it at any time, but I would say there's no reason to ask for accommodations before you've even gotten into the school.”
  — Dr. Zamora [22:43]

• How Well are 504 Plans Honored?
  “Colleges have a little more freedom… but… they want their students to succeed. If you are requesting accommodations in advance, you're more likely to get them.”
  — Dr. Zamora [23:53]

Assessments in College

• Late Diagnoses:
  “It’s never too late to understand yourself.”
  — Dr. Zamora [27:15]

• On-Campus Testing:
  “Depending on the college counseling center… you may even be able to get that evaluation at your school.”
  — Dr. Friedlander [27:24]

Top Skills for Successful Transition

• “Getting enough sleep really is one of the most important things you can do… put your phone down… be available to make connections.”
  — Dr. Friedlander [28:55]

Encouraging Reluctant Students

• Initiating Disability Services:
  Have honest conversations about why accommodations are needed and how they support success. “It’s not always helpful in the long run to shield kids from information that helps them ultimately to understand themselves.”
  — Dr. Zamora [31:43]

• Dealing with Faculty Resistance:
  "If a professor is saying, well, I don't give those accommodations. Go back to where they were approved and get them to talk to the professor... Sometimes it just, just a quick phone call can help them to understand why your young adult actually needs that support."
  — Dr. Zamora [32:50]

Notable Quotes & Moments

• "Not even full blown people who are adulting are 100% independent."
  — Dr. Zamora [01:37]
• "Office hours are mandatory, they're not optional."
  — Dr. Zamora [06:40]
• "Whatever your problem is, I would say start with 'this is what I need help with' and then just ask the internet what's out there. You'll probably find something."
  — Dr. Friedlander [11:25]
• "Getting enough sleep really is one of the most important things you can do for your mental health, for your attention, for your social functioning..."
  — Dr. Friedlander [28:40]
• "It’s never too late to understand yourself.”
  — Dr. Zamora [27:15]
• "Sometimes it’s not always helpful in the long run to shield kids from what is information that helps them ultimately to understand themselves."
  — Dr. Zamora [31:43]

Takeaway Toolkit

• Start early: Engage with campus resources and accommodations offices as soon as your college decision is made.
• Maintain supports: Don’t drop existing accommodations or routines just because you’ve graduated high school.
• Know and share your documentation: Make sure you have recent evaluations; read them and understand your needs.
• Self-advocacy is key: It’s not about doing it all alone, but about knowing where and when to seek help.
• Monitor well-being: Watch for significant changes in routines; maintain healthy habits.
• Socialize intentionally: Join interest-based groups. Put the phone down and be present.
• Parents: Support from a distance. Intervene if you see routines break down, but respect your student’s growing independence.

This episode equips both families and students with practical, science-based steps and a supportive mindset for navigating the leap into college life, especially for those facing mental health or learning challenges.