In this investigation, the authors examine the relationship between individual skills (i.e., career locus of control [LOC], social skills [SOC], and social problem–solving skills [SPSS]) and the school- and perceived career–related adjustment of 211 students with disabilities. Data pertaining to individual skills were gathered from student reports, and data pertaining to adjustment were gathered from student and teacher perceptions. Results of hierarchical regression analyses indicated that together LOC, SOC, and SPSS accounted for a significant amount of variance in student- and teacher-rated school- and career-related adjustment after controlling for disability type. Evaluation of individual predictors indicated that the strength of these associations varied according to data source and the specific predictor under study.

This study solicited perspectives of underserved youth and educators who serve them regarding college and career readiness. We defined underserved youth as adolescents who experience inequitable access to educational resources. Purposeful sampling was used to select 84 focus group participants including educators and students (9–12th grade). Utilizing grounded theory analysis, focus group data revealed findings in three key categories. First, student and educator participants defined readiness as specific career knowledge and skills to develop concrete postschool plans. Second, both educators and students perceived limited availability of career preparation experiences as a barrier, while educators also provided examples of challenging life circumstances which deter youth from fully realizing their college and career potential. Third, educators and students reported that providing a broad array of career related learning activities, coupled with the presence of trusted adults who serve as mentors and guides, can create capacity for young people to expand career options.

Positive teacher-student relationships provide adolescents with disabilities the confidence to explore new challenges in and out of the classroom. Goal-setting and self-determination skills have been consistently shown to promote healthy transition adjustment among students with disabilities. Despite the growing awareness of the importance of positive teacher-student relationships and self-determination, there is a paucity of specific strategies designed to improve teacherstudent relationships while supporting self-determination for adolescents with high-incidence disabilities. This practitionerfocused article describes the Adolescent Goal-Setting Intervention (AGSI) and how it can be implemented in an educational context to promote teacher-student relationships and self-determination.

Supporting college and career readiness among youth who encounter significant academic and life challenges requires innovative strategies to help them envision their futures, leverage their strengths and develop dispositions that promote positive trajectories. For youth development professionals who develop and implement novel programmatic approaches to support the college and career readiness of underserved youth, it is critical to acquire a deeper evidence-based understanding of factors shaping positive career and college pathways as well as to incorporate stakeholder viewpoints in their program design and delivery. In this article, we share key insights from our program development process that can inform the work of program developers, educators and youth services providers who seek to build and enhance career and college readiness programs aimed at underserved youth. We summarize 4 key insights from a narrative review of literature on college and career readiness as well as findings from a set of stakeholders (student, parent and educator) focus groups. We offer our ideas for incorporating these insights alongside stakeholder input into the development and design of college and career readiness activities and programming.