Abstract:
This study seeks to clarify the transition to adulthood and the relevance of school support
on that transition. Young, emerging adults (n = 41) between the ages of 23-29 were
questioned about their transition to adulthood and the prior helpfulness of their high
school experience. Demographic information was collected, in addition to qualitative and
quantitative ratings of school support. Participant definitions of adulthood were
characterized in six trait categories: productivity, independence, communication,
relational abilities, financial abilities, and being “adult-like.” Participants rated the level
of school support for productivity at the highest levels, while trait areas of relational and
financial abilities were rated lowest. Participants in a follow up survey said their school
could have done more to emphasize relevant adult traits. Implications of these responses
are discussed, along with related research inquiries.
