Education & Workforce Trends Impacting Students

What Students Face

A Lack of Individualized Guidance on Goals

Despite 62% believing their schools should prepare them for what’s next, 57% of students had FIVE OR FEWER conversations with counselors or teachers about post-high school pathways—and 80% said they’d have been more engaged if they better understood their aptitudes and options.

Record Low College Preparednesss

Record low college readiness: For the class of 2023, just 1 in 5 high school graduates met college-readiness benchmarks across core subjects (English, reading, math, science) on the ACT

High Drop Out Rates

About one-third (32.9%) of undergraduates drop out of college, with 24.1% dropping out during their first year

Increased Needs for Remedial Learning

Rising need for remediation in college: Approximately 40 % of students entering two-year colleges and 35 % entering four-year schools require remedial coursework, which significantly delays progress toward a degree.

How Top Student Fits In

At Top Student, we directly address the challenges shown in national trends by providing students with the guidance and structure schools often can’t deliver. Where students report a lack of individualized conversations about their goals, our one-on-one mentorship ensures consistent support and clear pathways forward. To combat record-low preparedness, we teach essential executive functioning skills, study strategies, and time management that build real readiness for college and beyond. For students at risk of dropping out or falling behind, our structured packages offer ongoing accountability, fostering motivation and engagement through personalized coaching. Simply put, Top Student fills the gaps that hold students back and empowers them to achieve academic success, confidence, and long-term stability.

Entering the Workforce

A Lack of Professional Guidance

Only 40% of college seniors find their education very helpful for career prep: A McGraw-Hill survey found that fewer than 50% of final-year students feel their college experience effectively prepared them for their careers—particularly in job search skills like interviewing, resume writing, networking, and professional behavior.

Universities Do Not Focus on Workforce Preparedness

Research from Strada shows that although career guidance leads to better job outcomes, only 1 in 5 students actually receives personalized career support.

A Lack of Informed Decision Making

A recent survey found that just 18% of students ranked return on investment (ROI)—meaning post-graduation earnings—as a top factor when choosing a school or major. Most prioritized affordability (53%), student outcomes (39%), and flexibility/accessibility (36%) over long-term earning potential.

Poor Feedback from Employers

A 2025 survey by the Institute of Student Employers found escalating concerns:

54% of employers report graduates lack self-awareness (up from 43% in 2024 and 35% in 2023)
46% cite resilience concerns (up from 37% in 2024)
22% noted issues with work-appropriate verbal communication (up from 7% in 2023)

How Top Student Fits In

Top Student bridges the gap between academic success and career readiness by equipping students and young adults with the skills universities often overlook. From personalized career mentoring to hands-on support with résumés, cover letters, and interview practice, we help clients gain the confidence and professionalism employers demand. By focusing on real-world skills, self-awareness, and resilience, Top Student ensures students not only graduate but also thrive as they enter today’s competitive workforce.

ADHD and Executive Functions Coaching

Studies Confirming Support for EF Coaching for Students with ADHD

“Coaching was associated with significant improvements in executive functioning and well-being for college students with ADHD.”

— Parker, D. R., Field, J. P., Hoffman, S. F., Sawilowsky, S. S., & Rolands, L. (2013). Self-control in postsecondary students with ADHD: A randomized study of academic coaching. Journal of Attention Disorders. 【web†source】

“Across 22 studies of ADHD coaching, 17 reported improvements in executive functioning or ADHD symptoms, and many showed additional benefits in well-being and academic outcomes.”

— Swartz, S. L., Prevatt, F., & Proctor, B. E. (2005). A coaching intervention for college students with attention deficit/hyperactivity disorder. Journal of College Student Development. Summarized in MUIH Research Symposium Abstracts (2017). 【web†source】

“Students with ADHD who received coaching support reported increased use of learning strategies and improved self-regulation compared to peers without coaching.”

— Prevatt, F., Lampropoulos, G. K., Bowles, V. H., & Garrett, L. (2011). The use of academic coaching with college students with attention deficit/hyperactivity disorder. Journal of College Student Psychotherapy. 【web†source】

“Adolescents with persistent executive function deficits had significantly lower grade point averages and worse academic outcomes across multiple measures.”

— Fried, R., et al. (2023). Predictors of executive function trajectories in adolescents with and without ADHD: Links with academic outcomes. Development and Psychopathology. 【web†source】

“ADHD coaching has been shown to improve goal attainment, executive functioning behaviors, and self-determination, making it a valuable complement to other ADHD interventions.”

— ADHD Coaches Organization. ADHD Coaching Research. 【web†source】

“Coaching may be a useful adjunct … it promotes student executive functioning and related academic skills (and GPA in one study), as well as bolsters self-esteem and supports well-being.”

— “A Descriptive Review of ADHD Coaching Research” (ERIC / MUIH)