A significant percentage of first year students in post-secondary education (PSE) do not persist through their first year and high schools continue to seek new ways of supporting students’ college and career readiness (CCR). Studies show lack of persistence derives not only from academic deficits but in non-academic skill deficits such as self-determination and executive function skills. Public school CCR programs have had limited resources to address these non-academic challenges to their students’ success whereas private high schools have significantly lower student to counselor ratio and many provide enhanced CCR programming. One small private school has provided a new semester class to prepare high school seniors, developed by OTs, that teaches non-academic skills experientially for greater impact. This project evaluates the efficacy of this CCR class using a quantitative and qualitative student survey developed to measure outcomes for self-determination, self-advocacy, and goal-setting skills. Survey questions were divided into the career exploration, PSE and employment readiness, financial literacy, and life skills units plus an overall evaluation section. Results of this survey indicate the class curriculum is meeting objectives and the students are being prepared for PSE, employment, and adult living skills. The implication for OT is that non-academic skills can be effectively taught and that OTs can support enhanced CCR programming that supports student persistence in post-secondary endeavors.https://soar.usa.edu/otdcapstonesfall2021/1026/thumbnail.jp
