#151 Teen Career Development: Who’s Responsible? with Vicki Weisbrod Transcript

THIS IS AN AUTOMATED TRANSCRIPT… PLEASE FORGIVE THE TYPOS & GRAMMAR! xo-Lisa.

Lisa Marker Robbins 00:54

So are you wondering whose responsibility it is to guide your teens career development? Is it the parents, the students themselves, or the high schools with college applications, increasingly requiring students to declare intended majors, understanding who should take the lead in this crucial process is more important than ever. Many parents are right to be concerned that missing this vital step could limit their teens future options. I’m excited to have Vicki Weisbrod Join us today to delve into a great discussion on who should drive the journey. Vicki is a seasoned private high school counselor who has dedicated her career to supporting students. With her wealth of experience, she’ll shed light on how schools students and parents can collaborate effectively in the career development process. In our conversation, we’ll explore when career development should begin, who should initiate it, and the benefits of early career exploration. We’ll also discuss the challenges schools face in implementing comprehensive programs, and how normalizing ongoing career development can reduce anxiety for teens feeling pressured to have everything figured out. If you’re feeling overwhelmed on how to best support your teen and you want to ensure your team doesn’t miss crucial steps, this episode will provide clarity and confidence that you need to support them effectively. I’m Lisa Marco Robbins, and I want to welcome you to College and Career Clarity a flourish coaching production. Let’s dive right in to a great conversation.

Lisa Marker Robbins 02:32

Vicki, thank you for joining me on the show. This is so fantastic to have you to talk about this idea of like, whose job is it to support our kiddos out into the world? So you’re, you’re on the front Well, first of all, you’re a mama of three adult kids, so you and I both been there as moms, and we’ve both worked in schools. You still work at a school. Share a little bit about your just in general, about your job, like the perspective that you’re coming at this with, because I really my goal. And listeners, you’re probably used to a lot of my episodes where it’s like, here’s three steps or three myths that we’re going to bust. We really are endeavoring to start a bigger conversation, a societal conversation, thinking about, how do we best guide teens and young adults? Whose job is it? What do they need? And I don’t, while I do that, I don’t believe that there’s one right answer to this. And I think we as a society, to put kids on a better path, need to be having this conversation. So stick with us here. If you’re like, what should my role be? And you want to think deeply about that and kind of consider what the student’s role is, what the school’s role is, and what the the parent role is so Vicki, kind of fill us in on your job.

Vicki Weisbrod 03:56

Well, I’m glad you’re having this conversation. Um, I’ve been a school counselor 17 years. I’ve been working at the College Prep High School, Suburban College Prep High School, and we’ve developed a program that’s a pretty comprehensive school counseling program covering everything social, emotional, academic, you know, college career, but the career piece was always missing because we’re school counselors, not career advisors. But again, these parents are tuition paying parents, and they’re, they’re they’re seeing their kids headed to college without really thinking about what happens when they get there. They’re just, you know, we want to get them to college, and then we’ll figure it out when they get there. But it’s becoming more and more expensive, and people are a lot more cautious and and so we in the last few years have realized that there’s a piece of our puzzle in our school counseling program that’s been missing, which is to kind of help the kids get a better idea of what they really want to do. And. And not just based on their academic strengths. I watched this with my own children. Oh, I remember as I remember as a young person, myself, being a really good math kid my dad, you know, he and I remember, on my college orientation, having a sit down in the middle of the lawn because he told me I was going to be an engineer, and my mom was and I was like, I’m going to be a teacher. And, you know, we had to have this big fight because it wasn’t wired to be an engineer. Yeah, I had a math background, but it just wasn’t my personality. So I was right, and I got his support, but, but it’s, it’s so true that I think parents see their kids strengths and then decide what their future should be. My my own kids tease me constantly because, you know, they’re 26 and I have twins that are 26 and then a 24 year old. And for as long as they’ve been alive, they’ll do something I find wonderful, and they’ll be like, oh, you know, to my son, you’re going to be a comedian, or you’re, you know, just based on little things. And I that’s no basis for career guidance. So and I so, I think you know it, I’m not sure who, who is the one to lead this conversation. I’m glad as a school that we’re starting to make it part of what we do, and which will hopefully help the kids and the families too. I guess, really, when you think about it, is it can be a source of contention.

Lisa Marker Robbins 06:22

It can, well, it was in your own family. Um, it so, you know, as I think about this, it’s funny. You say, like, Oh, my son, you know, he’s funny. And I go, Oh, you could be a comedian. And, you know, and even if you’re saying that, like, tongue in cheek, I do find as parents, there are these through lines of our kiddos lives, right? And so when I hear comedian and I know your son barely, I know him a little bit, and I haven’t gotten to see that comedian side of him, darn it, but where my brain goes is like, well, that’s a great people skill, right? And so there are, as parents, I don’t want to totally discount that we see things in our kids, and then, you know, we can even you saying, like, oh, you could be a comedian. At least you’re having the conversation to start thinking about careers, right? Because I did, I did a survey. So I recently did a student focus group with honor students who have been in our course, and I said to them, and I’d already asked this question on social media, so I was so curious. I’m like, Are the kids in this room who are pretty they all know they’re college bound and they’re pretty serious, and we don’t serve just college bound kids, but I wanted to get some serious kids, and I thought, I wonder if the students are going to match what typically the people who respond to me on social media are parents or those that are mentors or are working with teens somehow. And the question was, whose job is it to kind of get into the driver’s seat and start this journey and facilitate this journey of career development. And the three choices I give and maybe somebody else has another choice for it, and I would love to hear that, but I always present it as is it the school’s responsibility to drive these conversations and in doing the work to figure out what comes after graduation, whether you’re college bound or not, the process of figuring out what comes after graduation is the same, is it the parents job to start this at home, or is it the student’s job? And when I ask it on social media, and nine times out of 10 is going to be a parent responding? 75% of the respondents said the school is responsible for serving this 25% said the student. Nobody said the parents. And then when I asked it of the student focus group, it, I found it fascinating, because they basically said the same thing. They all now they’re all in a school that the schools taking this seriously, and the school, they’re one of our launch Career Clarity course partners, but all of the students said, it’s the school’s job, and then most of them said, and the students have to be willing participants. The students do have to put do the work, but like the school needs to present them with the the opportunity and the resources. But again, nobody said their parents, and so I would love if anybody’s listening like you, can reply to me and tell me what your opinion is, because I find it fascinating that we’re handing it over to the schools. And I’m not saying that that’s wrong, but why did you guys like Go ahead? Go ahead. No, I

Vicki Weisbrod 09:48

was. I just find that to be I don’t know that a lot of schools are necessarily taking that up, because that’s that’s a huge undertaking in. Addition to everything else that’s happening. And the reality is, is most, you know, if it’s, if it’s falling within the counseling department, most public school counselors have a caseload that is just too great to then just add on career counseling to that mix as well. So I just think that that’s, that’s, you know, a big, a big ask, and we’re not equipped. I mean, we take one class in career counseling, you know, and maybe on assessments, on how to give assessments and but, I mean, most of us have been in education our whole lives, you know, we’re not out there in the world. We’ll do our career days or career fairs or bring people in, tap in. I mean, counselors are really great at tapping into resources where we can knowing what our limits are and and tapping into resources, but it, but like said, it’s a big ask, and I think that I do agree that I see it at my own school, that there’s this parents are busy, and they just, they want us to take care of that. Because in some ways, it can be very those conversations can be difficult. They can be, you know, we as parents force, not on purpose, but force an agenda onto our kids. Yeah, what we think, you know, we think we know them better. And so it can be heated at times. So I think the school becomes this objective third party to kind of take care of business, so to speak. So I can see why parents would be thrilled if that was happening in the school so

Lisa Marker Robbins 11:31

well. I mean, those teen years are difficult anyway, right? This and even when they go into college, you and I having adult kids, can go back like, oh, they come back around, and it gets a lot easier, and they like you more once they get into their 20s and they and they fat, I think it’s like, they forge their independence, and then they get it, and then they relax a little bit, and then they’ll listen to you a little bit more and but like to your point, college is getting so expensive. My my default has always been, we have got to start this at the high school level, and then I find it interesting. We both know Drew’s Mitchell. He’s a career and college counselor at a public school and their school district his position, and it’s really about furthering career development is starting. I think his position goes down to sixth grade. And so I always say, like, Hey, I you know, I don’t even want freshmen in my launch Career Clarity course, because I don’t think they’re quite ready for what the level of career advising that we’re doing. But if you look at different National Career organizations, National Career Development Association, which I’m a member of, I know Drew’s is, if you look at some of the schools, they’re bumping it down even to starting things in elementary and so it’s like, well, what’s the right age? And then you’ve got naysayers who say, hey, colleges have career offices and advisors. They’ll figure it out when they get to college. So I you know, the conversation is like, who needs to be resourcing the kids and who, where should it be? Like, what grade? So you guys doubled down. You experimented with sophomore year with the launch Career Clarity course, and then you bumped it to junior year. Like, how did, why did you guys, and I can’t even remember, I’m sure you told me back in the day when we did, but where did, why did you choose to put it where you did? Timing wise? Well,

Vicki Weisbrod 13:26

I think it’s, it’s so funny that, you know, we just met with our juniors, and we’re lucky, we have a lot of time with our kids, and we just met with juniors to kind of begin. Well, while some of their families have been talking about college forever. We really like and we have, we give them resources along the way. But then about this time, in November of their junior year, we start doing a the college search process, you know, and, and we’ve tried to put it a little earlier, and there’s so many that you can see them, they’re digging their head in the sand. Not good, not yet. I’m not ready. I’m just doing high school. And I can see that philosophically. I feel like we sometimes rush kids through, you know, not a big fan of college credits in sixth grade or seventh grade. I

14:14

mean, oh gosh,

Vicki Weisbrod 14:15

what the rush is? I don’t write rushes, so I get that. But at the same time, they’ve got to start to think about what their opportunities are. So I think you’re doing it a little. It’s so funny between sophomore and junior year that summer is a big summer, and they just come back to school looking at the future more than they did sophomore year. I don’t Yeah, it’s, well, they’re on the down, down hill. Yeah, they’re halfway finished. They’re on their way. And the reality is, is they have to do something within this year. Because, you know, for our seniors, they’re done applying. Our seniors are finished, right?

Lisa Marker Robbins 14:52

November, by November 1. I you know, if our listeners have younger kids, and they’ve not done this as a parent, and they’re a parent of. Yeah, November, 1 junior year you you’re pretty much submitted to your colleges. So if they, if you really don’t start this until the junior year, that gives you a year or less, yeah, on making informed decisions. I mean, I think part of why I doubled down on really recommending it to sophomores and juniors. I always say it can be too early. And actually we probably should have invited Drews on, because I think he would say, No, it’s not too early ever. And I’m going to pose this question to him when you and I get off, but I always say it can be too early. And by too early, I mean really for the formalized process that I do of career advising in my course, not necessarily for conversations, but it can be too early, but it can never be too late. However, the reality is, we recently did a study back in February of 24 looking at the state flagship university for every state so all 50 state flagships. We looked at what role listing a major on their applications played and who’s getting in and what their opportunities are. And the reality was, all but eight schools require students to list their either apply directly to a major or list their intended major in the application. And so to your point, there’s very real deadlines. But not only are there deadlines, there’s missed opportunities. So there are schools Georgia Tech just changed how they admit students to computer science, and even though they don’t admit directly to the major, if you don’t list it as your number one intended or major of interest on your application, you later are not permitted to declare it as your major once you’re on campus. It’s their only major. They’re doing that for and they haven’t explicitly said, you know, this is a restricted major, but the reality is that it is. So the farther we get along, the more limited our options are. So that’s why I kind of doubled down on the timing.

Vicki Weisbrod 17:05

I’ve seen it. I’ve seen a positive impact on especially on the conversation. Since we’ve been doing the course, I think this is our third year doing it, and we’re still trying to we’re still tweaking it on how the best deliver.

Lisa Marker Robbins 17:20

We should say third year doing the formalized course, right? But we were, we were giving the Berkman assess. I think we’re in our seventh year of giving the Fenwick kids the Berkman and I used to just come in and do a big presentation,

Vicki Weisbrod 17:33

yeah, but I do think it’s there are less students applying, undecided and like you like, you know, when we’re advising them for their application, you know, there are certain majors that you have to apply. You have, if you have any inkling, you have to start that way. And so if they don’t have a clue, they’re good at math, and everybody tells them they should be in engineering, and then they go in and and that may not be the case. So I do believe it’s, you know, we don’t have the data to see how many are staying in the majors that they start in, right? We’re doing some work down there in alumni development to try to figure some of that out. But I can definitely tell you that the conversations are different because of the career exploration when they go to to apply for their major, you know, UC, University of Cincinnati, is that’s a big part of their application, is what they how they address what major they want to study that they have

Lisa Marker Robbins 18:32

to write an extra, other supplemental, yeah,

Vicki Weisbrod 18:34

questions. And they, they put a lot of weight into that. And so, you know, our kids aren’t having any trouble figuring out how to write that essay, because they kind of have an idea what they think they want to do. And it’s funny, because the ones who are undecided, you know, they’re they know they want to do business, they just don’t know if they want to do marketing. Or I’m like, Honey, that’s not undecided, you know, right? Well, that’s

Lisa Marker Robbins 18:59

a great you know what? You’re reframing it for them. Because I think sometimes kids feel like, oh, I have to have every answer. And I’m like, Nope, this is a first step in creating self awareness and career awareness and connecting those two. But that is a fantastic point business but I, you know, I see on some college applications will say business undecided, but they’ll have business finance, business economics, business marketing, business whatever, but business undecided, you’ve taken a first step of an informed decision, right?

Vicki Weisbrod 19:29

And I, we used to be, I mean, undecided used to mean I don’t have a clue. I’m just going to go to college and take some classes. I that’s rare anymore for us, the kids, yeah, they may. Every once in a while, I’ll have somebody who’s wired in such a way that they have two different paths and they haven’t decided, but we come up with experiences that they can try things and so they can try to narrow it down before they start college. But most of them have an idea. Least of what college to enroll in within the university, which is huge, right? Because switching colleges within a university can be costly. It can take time. Some colleges

Lisa Marker Robbins 20:11

won’t even allow it, right, right, right, right? That’s where you have to do your homework. It always Boston College on their application, it says, when you you don’t apply to a major there, but you do apply to the division, you know, so like the business or the education, whatever, but it says right there, you are required to stay in that division that you’re admitted to for an entire year, for your entire freshman year. You cannot make any changes to your path until after your freshman year is complete. And so there’s some, you know, if you make a big change after that, then it’s going to be, it’s going to probably extend your time in school. Yeah, for sure. The

Vicki Weisbrod 20:50

other thing I, I struggle with, personally, is, you know, I’m a fan of academia. And I, you know, there are, there are those liberal arts people out there that, you know, that’s not what college is supposed to be for. College is not supposed to be career training, you know, right? And so I get that point as well, but I don’t think that that necessarily has to change with career advising and career exploration, because I can think of, I had two wonderful young women from the last year’s class who are the epitome of liberal arts kiddos, yeah, and that’s what they’re doing. So they, they’re, they picked a liberal arts college, and they’re probably like archeology, or, you know, or, I mean, but they even through their career exploration, it led them to that type of an experience. So I don’t think at first, I was a little reluctant to kind of push career at all as the school, because I there’s a part of me that sees college for that, but not everybody. And so right, you can weed out the people that that’s suited for, then that’s great, and they’re not going to be wasting their time. They’re going to be on that path. But others need a different path. So

Lisa Marker Robbins 22:10

Well, I think you you bring something up, it’s like there are some majors if you want to be a teacher, a nurse, an architect, an engineer. I mean, we can go through and and name them all, a physical therapist, an occupation, you have to get an exact degree, right. And then there are, there are a bunch tons of other majors that you could get into that field with a wide variety of degrees, or maybe, like a kind of a off beat degree. But yet, you’ve done some credentialing. You’ve gotten some industry credentials, and you’ve gotten some work experience that are going to build the resume to get the job. And but I think it goes back to if you’ve if you have any inkling I want to be a nurse or I want to be a teacher, and those have a lot of field experiences with them, so it really takes four full years in that major to graduate on time, then you’re best to either start out in that major or, like, do some research and curate some experiences to know if it’s in or it’s out. And then, yeah, I mean, it brings up this idea of so and this is a Lisa thing. This is not anything that I’m hearing anywhere else. So, you know, everybody forgive me, but there’s career development, I think, and there’s career advising, and I feel like they’re two different things, and this is only something I’ve just this year really kind of dug into and started thinking about, to me, career development is lifelong, right? So, and I think we have to normalize that, because this anxious generation feels like, Oh, everybody else has it figured out, or I have to have, I’m making a forever decision. Nope. We, as we continue to build our career awareness and our self awareness and connect them, we’re going to continue to take steps. And like you said, You’re a friend of academia. I’m a huge fan of ongoing learning and self development. I mean, there’s times when I go, Oh, I want to get a PhD, and then I go, Well, that’s really not a good use of my time or my money right now. But then I go, Oh, I could go take, like, a course to earn a credential or learn something. I mean, I now have an online space for learning and self development, and I had to learn a whole bunch of different things in the last five years to be able to pull that off, because that wasn’t even a possibility 10 years ago, when I started 15 years ago, when I started Career Development and Advising. So if we could normalize the fact that this is an ongoing process. Even if you’re getting you’re going into a field where the name of the major matches the name of the field. But then career advising is what’s, I think, like shorter term and in spurts. And I the course does career advising, but it teaches career development and ongoing process. Mm. To be employable in a field that aligns with your hardwired personality. Well,

Vicki Weisbrod 25:05

I think the career advising, in my experience here at our school is is helping with that anxious generation as well, because they, you know, like you said, they’ll look, you know, everybody’s anxious because of what everybody appears to be on the outside kind of thing. So if we can help them, every single one of the kids taking the course, feel like they’ve got a direction, at minimum, a direction, you know, at least, at least a path to start on that makes sense with who they are as humans. It It relieves some of that anxiety that’s my been my observation. Well, I didn’t help in advising kids, so, yeah,

Lisa Marker Robbins 25:55

so it’s helping. It’s an antidote to this anxious generation that I think really is part of social media is part of I think it’s also COVID plays a role in that as well. I we recently had a student they enrolled in the course, like two weeks ago, and when I was interacting with mom before they enrolled the daughters of freshmen at the University of Virginia. So, I mean, UVA, great school. So obviously she’s very academically oriented. And mom sent me an email and said, you know, is the timing right? And where are we going to be able to get her to where she needs to be? Her perception is, this goes to the anxiety piece. Her perception is all of her peers know their path, and she goes, you know, that’s true. Not true. I know it’s not true. We’ve, we’ve done podcast episodes in the past about like, let’s we have to validate how somebody feels, even if we don’t agree. So we had a great episode with Ned Johnson on that, I think, back in our first year. But she feels this way, and she’s getting ready to choose her courses for next semester. And so she said, you know, we, can we help her get there? I’m like, absolutely. And then when I dug in, this family had inquired about launch Career Clarity our course all the way back in March of last year, and actually unsubscribed from our email system in May, and because they thought, Oh, she’ll just figure it out. It’ll all come together. When she gets on campus, she’ll figure it out. She got on campus and she was no further along and more overwhelmed than she had been. And so then they re engaged, and I’m glad they reached out to us, but it’s like a lot of people say, like, leave it till they’re on the college campus. And I think what parents don’t always know is you can’t make your kid go to the career advising or even my own daughter. Yeah, go ahead.

Vicki Weisbrod 27:55

No, I know I was just saying you’re saying that when you tried me crazy. You know that you can’t, yeah, and that’s why, I think, going back to your original proposition of, is it the school’s responsibility? I think that that we’re really doing them a favor by kind of normalizing it and doing some of it at the school level, because they’re not mature, you know, we we have scheduled them, we have taken care of all of these things for them in so many ways. And maybe, maybe that’s a bad thing that we’re doing that in still by bringing this into the school. But the reality is, is that, if it, you know, they may not go ahead and do it on their own. So I’d

Lisa Marker Robbins 28:39

be super curious, and I’m sure there’s no way we can get this data, but in a dreamy, utopian society, if I could take the school partners that we have who have been very intentional with this in their schools, I would love to know are the kids who do the intentional work in High School more likely to engage the career advising and Development Office on their campus if they go to college, and are they more likely to reach out to their academic advisor in college? Because we’re normalizing kind of everybody coming together to support this outcome for the student. Because I see a lot of kids get on college campuses and they, they have to take the initiative to do any of even if your kid has ADD and can get extended time. I mean, it is 100% up to the student. The parents can’t even be involved in all and some of those, some of those campuses, have great resources. Some of them don’t have great resources. But I wonder if the kids where we’re facilitating this in high school have a better comfort level. We’ll never get the data point on that, but I’m always thinking of studies I want to do that we can’t do.

Vicki Weisbrod 29:50

I’ll keep asking the questions as the kids come back and visit, I’ll ask them, but yeah, you know, I do see that so many of them pop up on LinkedIn. In like, I get so many LinkedIn I don’t get Facebook requests. I get LinkedIn requests. So they’re they’re doing something, whether the colleges are having programs where they’re making the kids do LinkedIn, or they’re taking it from this pro, I don’t know, but a lot of our kids while they’re in college are getting on LinkedIn and and asking to be my friend, which I find very interesting. That’s that’s recent, that’s within the last few years. So well,

Lisa Marker Robbins 30:26

we do teach them inside the course to put together that LinkedIn profile and start building your network. We even use it for researching the careers as you know, yeah, and I have, sometimes I have parents of high school students who are like, we are not pushing social media in our home, and you’re asking my kid to get on. Parents sometimes view LinkedIn as social media. And I’m like, Oh my gosh. Well, I think kids are on social media whether you know they are or not, but why wouldn’t we want to do the one that can further their career development, and kids aren’t misbehaving on LinkedIn. So I love like, let’s normalize LinkedIn, right? Yeah, right. It’s a fantastic tool, and it gets professional engagement. Well, I’ve loved having this conversation. I don’t have all the answers. I have a resource, and I think I just want to keep having the conversation around who, who’s got the responsibility when’s the right time. You know, the schools that are even starting to I think the kindergarten and middle school stuff, which is not my jam. I’ve always worked with, you know, young adults and teens, but I think it’s just like, oh, let’s talk about a job. When we even started that young, at least, kids are getting used to conversations around like, what comes next and what is learning about jobs, right? But then at some point it needs to become more formalized.

Vicki Weisbrod 31:54

I think the if I may, yeah, the other thing I I think, as a as a mom and as a school counselor is that it, when you put it as part of the school, it actually, it makes the parents job a little easier in the fact that they can just be, hopefully, be supportive. And instead of having to drive the bus like you say, you know, my own I mean, I do this for a living, and I, I really struggled to drive that bus at my house because my kids weren’t getting it at their schools. And it’s been we have felt that as they’ve all graduated from college, and now are doing things that they didn’t go to college for, you know. So I would have loved to have had that opportunity to just sit back and let because even though you know my students here might listen to me as parent, they don’t hear you the same. So I think you know that maybe that’s why parents are saying they want to see it in the schools. Because, yeah, it’s just a different voice saying the same things, but sometimes a different voice with different experience and different street cred, or whatever it is, they, you know, they, you know, they hear it differently so or Yeah, again, and then they take it in different well, even,

Lisa Marker Robbins 33:10

you know, it’s with marketing. They say somebody has to hear things eight times before they’ll engage. Or you could look at a different study, and it might say 10 or another, one, seven. But regardless, even if we as thinking adults consumers, have to hear a message eight or more times before we’re willing to engage, our kids don’t even have their frontal lobe developed yet. And so it’s not bad if they’re hearing it from like inside the course and then their school counselor, and then maybe they do a job shadow. And the the attorney at the job shadow is saying the same thing. Like, I know it can be frustrating to parents say, like, oh my gosh, I told them that. Yeah, the kids need more than one voice. So this has been super fun. I want to say to any of our listeners, like, if you I want to hear from people on this topic, I want to keep this conversation going, because I think it only sets up this next generation for success. So anybody can email me at lisa@flourishcoachingco.com and I want to hear their thoughts. Thanks. BEC,

Vicki Weisbrod 34:09

you’re welcome. Always. Pleasure to talk to you, Lisa. This was great. Take care. All right. Have a good day.

Lisa Marker Robbins 34:21

I hope this conversation with Vicki Weisbrod has given you clarity on the roles that parents, students and schools play in your teen’s career development journey. Understanding who should take the lead can make a significant difference in helping your teen make informed decisions about their future. If you’re looking for a partner in supporting your team. I invite you to learn more about the launch Career Clarity course that I teach and Vicki’s high school uses you can access our complimentary video how to guide your team to choose the right major college and career at flourish, coaching co.com, forward slash video, and we’ll. Link to it in the show notes. As always, this resource will provide you with actionable steps to confidently support your team in making these crucial decisions. If you found this episode helpful, do me a favor. Will you go over to wherever you’re listening, rate it, review it. That way we can get the word out to support more families on the college and career planning process. Thank you for listening to College and Career Clarity, where I help your family move from overwhelmed and confused to motivated, clear and confident about your teen’s future. You.