Once your child steps into the world of college — even if it is in the next room — both parents and students begin experiencing a new stage in development. Students are exploring the academic and social world of college; parents are exploring the experience of stepping back and watching them do it. But, it is also part of the parenting package to worry. In this episode, Lynn and Vicki highlight some of the signs that parents can watch for that may indicate that their student is struggling. All college students will hit a few bumps in the road, and the more parents can think about how to identify signs of trouble, how to explore situations further, and how to decide whether or not to intervene, the better armed they will be to support their student’s growth.
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In this encore episode, we share a conversation that may be especially helpful as students approach crunch time in the semester. We highlight some of the signs that you can watch for that may indicate that your students is struggling and how to decide whether or not to intervene. If you missed this the first time, we think you might find the helpful now.
It is parental nature to worry – and sometimes we worry about whether to be worried! Lynn and Vicki talk about what to watch and listen for and when you might decide to step in.
Lynn mentioned two books that are great resources for parents:
The Naked Roommate: For Parents Only by Harlan Cohen
and a new edition of the classic You’re On Your Own But I’m Here If You Need Me by Marjorie Savage
Lynn also shared four important questions that parents should ask themselves before deciding to intervene, taken from Marjorie Savage’s book, and then Lynn added a fifth question of her own.
- Is this an issue that most students your child’s age can handle? Is there some reason why they cannot handle it on their own? (Being too busy or having homework doesn’t count!)
- Will your student learn something by handling this on their own? Is this something you can talk them through instead of jumping in?
- Will your involvement complicate matters or make them worse?
- Do you have the full story?
- (Lynn’s addition) Does the issue involve the safety of your student?
If you’d like to do some further exploration of some of the topics discussed in this episode, we recommend some of the following articles:
Three Things You Should NOT Ask Your Student to Share with You
Your Role as a College Parent: Sideline Coach
8 Campus Resources Your College Student Should Know
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Transcript:
Vicki Nelson: 1:30
Hello listeners, this is an encore release of an earlier episode that you might have missed the first time around and we think can be especially helpful. As students are moving into the crunch time of the semester. Some may be struggling to manage and to get things done. In this episode we highlight some of the signs that you can watch for that may indicate that your student is struggling and how to decide whether or not to intervene. We hope you find this helpful. Here’s the episode.
Announcer: 2:09
Welcome to the College Parent Central Podcast. Whether your child is just beginning the college admission process or is already in college, this podcast is for you. You’ll find food for thought and information about college and about navigating that delicate balance of guidance, involvement and knowing when to get out of the way. Join your hosts, Vicki Nelson and Lynn Abrahams, as they share support and a celebration of the amazing experience of having a child in college.
Lynn Abrahams: 2:51
Welcome to the College Parent Central podcast. My name is Lynn Abrahams and I am a learning disability specialist. I work with college students and I’m also a mom of two sons who have been through the college world. And I am here today with my friend and colleague, Vicki Nelson. Vicki, you want to introduce yourself?
Vicki Nelson: 3:16
Absolutely. I’m Vicki Nelson and I am a professor of communication at a small liberal arts college. And, perhaps more importantly or equally important, I am the mother of three daughters. So Lynn has the boys, I have the girls, and all of my girls have gone to college and come out the other side. So I’ve seen the full range of college and I’ve done it three different ways with three different girls.
Lynn Abrahams:
Each child is different, that’s for sure.
Vicki Nelson:
Each one is. Boys are different than girls and girls are different from each other. So you know, in many ways we’re a first-time college parent every time we send a student away.
Lynn Abrahams: 4:00
Right. So today we’re going to talk about some signs of trouble. We’ve started the semester, we’re already into the beginning of it, and now is the time where we might notice that some things are happening with our kids and we’d like to talk a little bit about some of those red flags or the signs that come up. You know, once your child steps into the world of college even if it’s in the next room, you know if it’s at the dining room table or on campus, most parents and students start a whole new stage of development. So students are exploring a whole new world and parents are exploring that whole new world of stepping back and watching them do it. So it’s a whole, it’s a new stage.
Lynn Abrahams: 4:58
And you know, we do know that our kids are resilient. We know that college is a mostly positive experience, but we also know that there are bumps in the road, and I think it’s good to take a look at some of those signs that pop up. I know, in my work, when I work with families of students with learning differences, you know I’ve seen this huge spectrum between you know, one end where parents are worried about everything that happens as if it’s a huge crisis, or the other end where they may not be noticing that there are some things going on. So that’s why I think this is an important topic.
Vicki Nelson: 5:51
Yeah, you know, I think you’re right, Lynn. And as I think about, I think about my girls going off to school, and I think about parenting a student really at any age, but particularly as they get into those sort of teenage years and college years, it’s part of the parenting job description to worry. Oh boy, I think it’s just automatic. And we find different things to worry about with different kids and in different situations. And I know a lot of the time I sometimes worried about whether I should be worried and so, thinking a little bit about what are the signs and what are those, as you mentioned the red flags, what are the ones I should worry about, about what are the ones I shouldn’t worry about, and what do I want to be sure not to miss. So I think you know, coming up perhaps in a future podcast we may want to talk more about sort of what to do when there are problems, but right now we’re really just thinking a little bit about how can you tell, what do you watch for and listen for, to know whether you should jump in and whether you should worry, and it’s really about keeping our antenna up, how do we keep the radar moving? I’m mixing metaphors here but how do we just sort of keep paying attention? And as a college parent and this may be a little different than when they were I want to say home and under your roof, and many college students are still home and under your roof, and I think in some ways it’s almost more difficult if they are, because how is your role changing? So it’s really a case of taking a step back and watching and listening a little bit more. Sometimes, if you’re too close, you don’t see the big picture, and so that idea of taking a step back and just observing a little bit is a good way to start. And I think one of the things to look for at this point, once we’re sort of thinking, you know, now is the point where we’re past the initial transition, which is in some ways almost a honeymoon, and it may be going well or it may not, but things have settled in a little bit.
Vicki Nelson: 8:25
And one of the things to watch for at this point are changes, shifts in behavior. That could be a signal. Things settled down and now things are different and it could be lots of different things that are different. It may be, assuming your student is away, that you’ve been connecting. You found a rhythm of how often you’re going to communicate. Maybe you talk every day, maybe you talk once a week, and hopefully that’s something you and your student have sort of figured out. But all of a sudden it changes. We’ve been talking regularly every day, and now my student doesn’t call for days at a time. Or we’ve been talking regularly every week, every Sunday In our family it was the Sunday duty call.
Vicki Nelson: 9:18
You need to call home, you need to check in with us on Sundays, let us know how things are going. But all of a sudden they’re calling every day. So it’s a lot more or a lot less and it shifts. If communication just stops, this is a sign that something has changed. It’s not necessarily bad. It could mean that your student isn’t communicating because they’re in trouble or depressed or all sorts of things that you should worry about. But it could mean your student is so engaged and busy and having a good time and active with their friends that they don’t have time. When we had the Sunday duty calls, sometimes they were an hour long because there was lots to talk about. Sometimes it was five minutes. Hi, I’m calling, everything’s fine and I’m off to do something with my friends. So, but a shift is something to you know. Get that antenna thinking a little bit.
Vicki Nelson: 10:25
If there’s a change in the way, kind of the way they are, that suddenly the extrovert is really quiet or your really quiet student gets a little out of control, or you know it’s a change.
Vicki Nelson: 10:37
It’s something to notice. If there’s a really significant weight change, even physical change, that all of a sudden your student has put on a lot of weight. You know, aside from the classic freshman 15, I don’t know if that’s still a thing. I think there’s a lot healthier foods available to students at college now than there were a while ago. But suddenly your student is gaining a lot of weight, or losing a lot of weight, or there seems to be some kind of physical change in terms of energy or something. And you know, another one is an excessive need for a lot more money. And it’s different in every family that some students are in charge of their own spending money or whatever, and some people need to come to the bank of mom and dad. But if there’s suddenly a need for a lot, it may be that you just hadn’t anticipated expenses, but that could question where is the money going and what are you doing? So just watching for changes, something’s different.
Lynn Abrahams: 11:46
You know, I think that you know. You started out talking about how it’s important to step back and watch, and you know, so we noticed that there might be some changes. I think we, as parents, we do know our kids well, you know, and we have a sense that if something shifts dramatically, something could be off. You know, like you mentioned, there is some instinct there.
Lynn Abrahams: 12:12
Now, we always have to be aware that sometimes some of us tend to be excessive warriors anyways, I’m one of those but we also need to sort of tune in to our instinct. Something’s off. You mentioned excessive money. I mean, if a student needs a lot of extra money, perhaps they’re using it to buy a lot of alcohol and they’re developing a dependency. So there could be reasons that this is a red flag and you need to pay attention Any shift. I mean they say, when you’re watching students for mental health issues that can pop up at this age, that the clearest indication that there’s a problem is this abrupt shift in something.
Vicki Nelson: 13:11
And then you start a conversation and you begin to explore a little bit
Lynn Abrahams: 13:16
Exactly. So another thing to watch out for, along with that, is if your students are home visiting and, for example, for a weekend, and they don’t want to go back, they do not want to get in the car, that’s a time when you might want to ask. You know, you want to ask some questions.
Vicki Nelson: 13:38
You know, I think you have to weigh that. You know how much are they not wanting to go back? Because you know Sunday nights are hard, because I know I have to go back to work on Monday morning. So I think we all have a little bit of that. Oh darn, this was a really nice weekend, especially if it was a long weekend or something, and now I have to go back. So there’s a little grain of salt there, but there’s not wanting to go back and not wanting to go back.
Lynn Abrahams: 14:05
Right, exactly. If you find out in some way that your students are missing a lot of classes, missing a lot of assignments, they’re not handing things in on time, once that snowball starts rolling down the hill that can really build, that could be certainly a sign that something’s off.
Vicki Nelson: 14:28
And that’s a really hard one, because we shouldn’t be tracking daily their assignments.
Vicki Nelson: 14:39
So it was it, and that’s a real shift from what is happening now, I think, in most elementary, middle and high schools, where parents can log onto a portal and you can see what the daily assignments are and you can see whether your student has handed them in.
Vicki Nelson: 14:54
And for those parents who are used to doing that, it’s a shift in college, when you can’t, and hopefully I think we’ve made the point in earlier podcasts, probably multiple times, that you should not be asking your student for their password so that you can track those sorts of things. So you really are relying on your student talking to you and that’s where asking some questions or just getting a sense, or casual conversations about how are things going in a class and what kinds of assignments do you do in that class and how does the professor deal with things. It’s really for those of us in the classroom it’s a definite sign of a student who may be having some issues. You know, this student is not handing things in, this student is not doing what they need to do. Yeah, but for parents that’s a little bit harder.
Lynn Abrahams: 15:56
Mm-hmm, you know. Another issue similar to that is if students are talking about transferring. Now, part of that is normal. I mean, a lot of students talk about transferring as a part of adjustment almost to kind of get a sense that they can have some control over this, and they can leave if they chose, but they need to think through this idea of transferring, but sometimes it’s not just that. Sometimes that talk of transferring is a sign that something’s wrong, and then you just want to gently probe and find out what’s going on.
Vicki Nelson: 16:39
Yeah, why are you thinking about it? It may very well be that I’ve discovered I don’t want this major and this school doesn’t have the major I want. But is it just dissatisfaction with everything? And having conversations. Some of these just open opportunities for conversation and, you know, sometimes the best step to take thinking a little bit about. Okay, I’m seeing some of these signs. What do I do? And sometimes the best step, immediate step, may be do nothing, which sounds as though you’re abdicating. But I know we often talk about.
Vicki Nelson: 17:22
One of the books that we find really helpful for parents is a book called the Naked Roommate by an author named Harlan Cohen. Strange title. Worth reading the book just to understand the title. It actually does make sense. But Harlan Cohen in his book talks about what he calls the 24-hour rule that when something comes up sitting with it for 24 hours as a parent and even helping your student, there’s the crisis of the moment. Some things need to be dealt with right away and some things you say well, let’s just sit on that for 24 hours and come back to it, and it gives you some perspective and ways of thinking about it and start to think about when we do come back to that issue, how will we talk about it? And I think one of the best things parents can do is to ask the right questions. Sometimes it’s how you are exploring it with your student.
Lynn Abrahams: 18:28
So what do you mean by that? What about asking? How do you ask the right questions?
Vicki Nelson: 18:31
As a communication professor? It’s asking questions that are open-ended, questions that allow the student to elaborate and take it where they want to. So rather than saying, are you going to class? And I can answer that with a yes or no, but maybe you know if you’re getting to every class, what’s it like in this class? Is there a lot of lecture? How does that professor teach? And then, as they begin to talk a little bit about the experience of being in the class, you may begin to see what some problems might be.
Vicki Nelson: 19:19
Rather than just here’s a question that can be answered with a yes or a no, I think it’s also important to not only think about the questions but about how you begin to approach those questions. So the more casual sometimes that you can be, I mean sometimes you know there’s an immediate problem and we need to address it and let’s start asking some serious questions, but sometimes being a little casual, so it doesn’t sound like an interrogation, it doesn’t feel as though I’m being grilled. It isn’t always about grades and just giving students an opportunity to talk about their experiences. Maybe tell a story or two about your own experiences or a time in your life when you had a similar problem or situation. It just opens conversation. I think that can help a lot.
Lynn Abrahams: 20:13
You know, one thing I know I have difficulty with is asking questions and not making it sound like I think they’re messing up. You know what I mean? Like I think it’s really important to remember that we want to give our students, our kids, the message that we think they can do this, that we do believe in them, we do think they can do this. Sometimes, you know, if I ask a lot of questions, my sons might think, she thinks I can’t do this, she thinks I’m messing up.
Vicki Nelson: 20:56
So thinking about how to frame those questions in ways that are just I’m trying to get a sense of what things are like and all. And then you know, I think it’s okay too to be very explicit with that message of I know you can deal with this, I know you can handle this. Remember when you handled this back in high school and it felt overwhelming at first and then you figured it out. Or remember when, you know, and actually helping them think about times when they’ve handled things on their own and handled difficult things, and letting them know that there is support there for them, that they’re not alone in trying to work things out, but that you do expect them to work things out on their own. You know, that’s the old. I think I hope we’re getting past the helicopter parent image and I think we’re getting better at not swooping in and fixing things but helping them figure out what they want to do.
Vicki Nelson: 22:03
You know, thinking about as I open these questions and as they’re thinking about dealing with a hard situation, sometimes they just want to come home, and sometimes that’s a good thing.
Vicki Nelson: 22:16
Sometimes having a break and coming home is good and might give you an opportunity to have some kinds of conversations you don’t otherwise, but sometimes you want your student not to feel like they need to escape from whatever it is that’s an issue, but you want to connect. So one of the things we were able to do with a couple of our daughters not one of them was farther away and we couldn’t do it, but you know, when there was that, oh, I just want to come home, we would say well, you know what? How about we come and visit you instead? And if it’s close enough, you know, we’ll drive up and let’s go out to dinner, or we’ll come up on a Saturday and it’s a beautiful day in the fall let’s all go for a hike or whatever your family likes to do. But rather than have them feel like they’re escaping from this place, you come and you still can connect, but you do it in their space.
Lynn Abrahams:
Well it’s in their world, yeah Right.
Vicki Nelson: 23:23
and it’s a nice experience. They also can, you know, you have a chance to see them in their environment, which is kind of nice, and then you can use that time to think about how to problem solve with them, rather than swooping in and fixing it and solving the problem for them. But you know, okay, let’s think together how we can deal with you know. Oh, you’ve got that terrible grade. Let’s think about how we can do that. Oh, you know, you feel you don’t have any friends.
Vicki Nelson: 24:00
Let’s think about how you could start to connect with some people. Or, you know, just think it through together and think about this is where it helps if parents can have some sense of what supports are available on campus and often through the website or whatever information, so that you can suggest to your student. Here are things that you can do for yourself. You can go to a tutoring center. You can go to a counseling center. You can talk to your RA about your roommate problem. I’m happy to talk with you about it. But there’s support for you available in your world, on your campus. And think through what your options are and maybe an action plan. You know, here’s some steps you can take this week, so kind of working with them on whatever the issue is,
Lynn Abrahams: 25:12
One thing I like about that is that it puts us, as parents, in the role of sort of the sideline coach instead of the person who swoops in. That’s what I was going to mention earlier that we do talk a lot about that shift in role where we’re not swooping in to fix anything, but we are talking with our students almost as equals, problem solving with them. We’re the sideline coach and we’re rooting them on. You know, one of the areas or one of the topics that can come up at this point is a conversation with your student about whether they really want to be in college right now. You know, one of my sons decided to step out at one point and it was the right decision and that came from some real discussions about. You know, is this the right time? You know, do you really, you know, know why you’re in college right now? Is this the right time to do it? And in that situation it wasn’t so that‘s something to bring up, because I do see a lot of students in college whose parents are paying a ton of money and they don’t really want to be there.
Vicki Nelson: 26:28
Or they don’t know why they’re there. I think that sense of and that’s a conversation that a lot of students have not had, because college for many, many families just feels like it’s the next step. It’s what you do, you graduate from high school and go to college, and so a lot of students haven’t been asked to think about why go to college, why are you in college? And if you have a strong sense of purpose, even if you’re not clear what that is yet, even if you’re an undecided student and you really don’t know what you want to major and you don’t have a career goal yet, you can have some sense of purpose of learning more about yourself and learning more about what’s out there and exploring some areas you have some strengths in. But if you don’t have a sense of purpose that’s pulling you and driving you through, it’s hard. It’s easier to get swept to one side or the other by the problems. So really having that conversation with your student can be a great experience.
Lynn Abrahams: 27:52
It’s an important conversation. Yeah, one last piece I want to talk about before we finish with this topic, is if you do decide that, as a parent, there’s something going on that’s serious enough that you do want to intervene. I’d like to offer some questions to ask at that point, and I’m getting this information from a book that I have just totally loved. It’s by Marjorie Savage from the University of Minnesota, and it’s a book called You’re On your Own, But I’m Here If You Need Me, and there’s just a new edition has just come out this year, and she mentions four different questions to ask if you feel you want to step in. The first question is to ask is this a whatever issue this is, Is this an issue that most students of your student’s age can handle? Is there any reason why they cannot handle this issue?
Lynn Abrahams: 28:59
And I asked that question, you know, also because many of my students who have some, you know, learning challenges and it might be that this is an issue that they do need some support, some help, some guidance. Or it might be that your student is saying I can’t deal with it because I’m too busy or I have too much homework to deal with this. That may not be a good enough reason for them not to deal with it.
Vicki Nelson: 29:32
Or if it’s I’m too busy, then the next question becomes so how can we unbusy you a little bit, or is this really important enough if you’re too busy?
Lynn Abrahams: 29:44
Yeah, great question. And then another question to ask, which I love, is what will your student learn by handling this on their own? Because many of these issues that pop up are just perfect opportunities for our students to learn some of the skills that they really do need as adults to take care of issues. Now we may play again the role as the coach on the sidelines and coach them to do whatever they need to do to solve the problem, but you do want to ask what are they going to learn from this, from taking care of this on their own?
Vicki Nelson: 30:27
I love that idea of coaching them through, of talking them through the steps.
Lynn Abrahams: 30:34
Because they may not know.
Vicki Nelson: 30:36
Right, and then it becomes something that they can apply the next time they encounter something like this Exactly. They learn the process, they learn a way to handle an issue, and boy, the takeaway from that means that next time something comes up, they can put that into place, rather than you having to come in and swoop in again. Great.
Lynn Abrahams: 30:57
Exactly. The third question and I love this question is will your involvement complicate matters or make it worse? So you do want to step back and say, ooh, if I get involved, is this going to really you know over, you know is? Is this going to make things worse?
Vicki Nelson: 31:19
Yeah, and and there are ways that sometimes it does, especially at the at the college level that that you getting involved and calling some people, you know, may may just accelerate some issues, yep. So good.
Lynn Abrahams: 31:37
And then the fourth question she asks is do you have the full story? And you know, I find that when I talk to my own students at school sometimes I have to step back and realize, gee, I’m getting the story from the student who’s quite upset or quite involved, and I have to step back and say am I really getting this whole story before I jump in and try to help them. So it is a good question to ask.
Vicki Nelson: 32:12
And that’s another one that’s hard. I mean it’s difficult. It’s not difficult to ask the question. Well, it is because you don’t want to say to your student I don’t think you’re telling me the truth, or I don’t think you’re telling you the full story, but your student may think that they are telling you the full story, but that it’s really from their perspective. And how, how do you get at the full story? How can you know?
Vicki Nelson: 32:47
And and you know, I don’t know, I’m thinking maybe you know, maybe even you say to your student let’s assume it’s a problem with the professor, if I were to ask your professor what they think about this, what do you think they would tell me? Or are there any pieces of this that you might’ve forgotten or that you might’ve left out? So, for instance, I’ll hear from perhaps another advisor who says to me I’m an advisor for this student who’s in your class and they’re telling me that they’re having a problem because they’re not getting enough feedback on their tests, or something of that nature. And as we talk, I say, well, did they tell you that they’ve missed six classes over the last three weeks? And oh, no, I didn’t have that piece of information. So you know, again, going back to some of those questions that you can ask, that might elicit some more information. It’s hard if you don’t know if you have the full story. Yeah.
Lynn Abrahams: 34:02
And then the last question that I added myself is does this issue involve safety in any way, the safety of your student or the safety of other students? Because once it involves safety, all bets are off. I mean, I think that parents have the right to make any phone call if they’re worried.
Vicki Nelson: 34:28
Yeah, that’s always the bottom line, and knowing that if you call, it doesn’t matter who you call. At the school they may not be able to tell you much because of FERPA and releasing information, but they can listen and then they can investigate. So if you’re concerned about something, don’t say, well, there’s no point in my calling because they’re not going to tell me how my student is doing. But you can call and then they can check up on your student and sometimes they can say how about we do a joint phone call with your parents or something. So yeah, I think you’re right. That’s always the bottom line.
Vicki Nelson: 35:15
I think those are really great questions, you know. I just want to tick back through them because they’re so good for making that decision about when and how and if to be involved. So you know. The first one was is this an issue that most students can handle and is there a reason why your student should not be able to handle it? And then you talked about what will your student learn by handling this on their own? Is it worth it? Because they could learn some important lessons. And then, thinking about, if I get involved, will I complicate things or make them worse? And then, fourth, thinking about do I have that full story? And thinking about all of those questions with that bottom line of am I really concerned about safety? Because then, as you say, all bets are off. Those are really a great way to evaluate whether you should be involved.
Vicki Nelson: 36:20
There are bumps in the road, you know, no matter what, even the best students, even the most together students and there’s a whole range of students but there will be bumps in the road. It is natural, and I think if students and parents are not prepared for those, that’s when the life experience feels like it’s out of control and every bump, every twist, every turn is something that allows your student to grow in some way and learn from that. And college is the place to make those mistakes. College is a kind of a safe haven in that sense, rather than out there in the world on that first job or in that first relationship it’s not a first relationship but in situations where there aren’t as many safety nets as there are in college. But it doesn’t matter how much you know there are going to be bumps in the road. It’s really hard to watch them happen.
Lynn Abrahams: 37:33
Yeah, it’s particularly hard for parents to watch their kids suffer. I think that is one of the very hardest things when you know that there’s something going on. It’s really hard, and we do know that college-age students are way more resilient than they think they are, and that’s the case. But we also know that during these college years, this is a time for issues to bubble up. It may be the time that some more serious psychological issues can bubble up. This is the time that it can happen. So it is important to watch for these red flags, watch for these signs. I think it’s important to rely on our intuition, but also keep a balance and know that we need to step back, we need to watch and we need to watch what happens. I think that we need to remember we still have a role to play as parents during these years. It’s a different role than we had in high school, but it is a role to play.
Vicki Nelson: 39:01
I think that’s our message over and over again, that we keep talking about that. Anybody who tells you, oh good, your student has gone away to college, you’re done. It clearly has never had a student whohas gone away to college, you’re done. It clearly has never had a student who’s gone away to college. And if you try to do it the same way you’ve always done it, it probably is not going to work very well. So it really is exploring new ways to support your student and understand your student and help your student grow in new kinds of ways, and that’s the fun of it. That’s exciting.
Vicki Nelson: 39:34
We’re still hanging in there but keeping the antenna for those signs that might mean there are things going on, and then taking it from there and going from there and students are. You know, it’s good for students to know they have that safety net and that support from home.. So lots to think about, lots to watch for. And then you know congratulate your student when things are going well too,
Lynn Abrahams:
Absolutely
Vicki Nelson:
Well. We hope that this is helpful. We hope that this gives you, as parents, some things to think about and ways to embrace this new role of being a coach rather than the caretaker, in a new kind of way.
Vicki Nelson: 40:20
So if this was helpful and you think that you would like to hear more, perhaps you’re a new listener to our podcast. If you’re a regular. Thanks for being here. A new listener to our podcast? If you’re a regular, thanks for being here, but please consider subscribing to the College Parent Central podcast. Wherever it is that you like to listen to podcasts, you should be able to find us anywhere and then you get each episode as we release them, rather than having to sort of remember to check back with us.
Vicki Nelson: 40:50
We try to send you a couple a month as you think through what’s coming next for your student and maybe even go back to some of our earlier ones, which deal with some of the subjects as we get toward midterms and midterm grades and some of those things that come up throughout the semester, and consider leaving us a review or a comment If you subscribe. That would be great. It helps us to have that feedback. Spread the word. Share the podcast with anyone else you know that might find it helpful. Visit the College Parent Central website, slash podcast and we have show notes. So we will list in today’s show notes the two books that we talked about and a couple of our other podcasts that we referenced that talk about some of the subjects a little more completely, some of the things we thought about, and leave us a comment there. Tell us what you’d like to hear more about. It gives us ideas of what would be helpful to you and I hope you will join us another time. So until next time,
Lynn Abrahams:
See you later.
