The Role of School Support in Emerging Adulthood: Facilitating a Healthy Transition in Identity




Johnson, Blake A.

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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.



Emerging adulthood, Adult transitions, High school, Qualitative research, Pychosocial development