Bridging the Gap: Supporting Neurodivergent Students in Their Transition From K–12 to College Through the ASCA National Model and MTSS

As more neurodivergent students pursue postsecondary education, significant gaps remain in postsecondary success and employment outcomes for this population. To address these gaps, this article introduces the ASCA National Model ^® and multitiered system of supports (MTSS) framework and examines their application within the school counselor’s role. The article explores neurodivergence and legal requirements shaping educational access and equity, with particular attention to the transition from K–12 to postsecondary education. An overview of neurodiversity, transition challenges, and support needs highlights academic, social, and functional barriers neurodivergent students may encounter, as well as differences in legal protections, support services, and readiness expectations between K–12 and postsecondary settings. The article also examines school counselors’ roles in supporting transitions and considers trends in disability and neurodivergence. Transition services are aligned with the ASCA National Model’s three domains—academic, career, and social/emotional—and the MTSS framework: Tier 1, Universal Support and Prevention; Tier 2, Targeted Support; and Tier 3, Individualized/Intensive Support. We offer recommendations at each tier to guide school counselors in supporting neurodivergent students’ transition to postsecondary education. Emphasis is placed on fostering self-advocacy and self-determination, strengthening collaboration with postsecondary disability and inclusion services, and implementing targeted supports responsive to students’ diverse academic, social, and functional needs. These recommendations emphasize proactive preparation, collaborative planning, and equitable access to supports across educational settings.