08/01/2026

Supporting First-Generation College-Bound Students: The Role of the School Counselor

By Philip S. Benowitz

 

Maria is an honors student who wants to attend college but is unsure where to begin. Despite her strong academic record, she wonders if she even belongs. Understanding her interest in college and her family background, Maria’s high school counselor contacts her with an offer to meet to discuss her goals and apprehensions.

Maria’s story is common for first-generation college-bound students. Compared with peers from college-going families, they are less likely to apply, less prepared for the process, and face greater challenges once enrolled. School counselors must understand these challenges to effectively support these students through the college planning, admissions, and transition processes.

Who Are First-Generation College-Bound Students?

First-generation college-bound students come from families without college-going traditions. They represent 40 to 50% of US college students and are more likely to be older, female, and Black or Latino. Many come from low-income backgrounds and are often responsible for supporting family members or caring for dependent children. These demographic characteristics are often associated with lower rates of college access and degree attainment (Denon, 2020). Not surprisingly, only 47% of students whose families lack a college-going tradition enroll in a postsecondary institution, compared with 85% of students whose families have such a tradition (Engle, 2007).

Critical Needs

First-generation college-bound students need help navigating the complex academic, social, and cultural transitions of college life, especially during their first year when dropout risk is highest. Students whose families have college-going traditions are more than twice as likely to complete a college degree (Doane, n.d.).

College-bound students should be prepared to interact with faculty and academic advisors, socialize outside of class, and participate in extracurricular activities, experiences that are associated with college success (Engle, 2007). First-generation college-bound students, however, are often unable to take advantage of these opportunities because they spend much of their free time working to support themselves and, in many cases, their families.

First-generation college-bound students are often challenged to successfully navigate two different worlds – their families/communities and their college campuses (Engle, 2007). Some even feel guilty because of the opportunities available to them but not their families. As shared by an 18-year-old first generation college student in an article in Cultural Diversity and Ethnic Minority Psychology, “I’ve always experienced [guilt], not only in college but in high school as well. My mother didn’t even finish high school and I’m the only one in my family to finish high school as well as go onto college. It’s been difficult because there have been many times when I have no one to relate to what I’m going through” (Covarrubias & Fryberg, 2015, p. 420).

Finally, mental health care is a significant need for many first-generation college students where they experience higher levels of depression and imposter syndrome (Troy, n.d.). This can lead to risk avoidance, reduced class participation, and diminished self-confidence, all of which have potentially negative academic and social implications (BestColleges Staff Writers, 2021).

How School Counselors Can Help

To address these needs, school counselors can provide targeted support in six key areas:

1. Start Early. High school counselors should identify first generation students who may have college aspirations when they are freshmen or sophomores and engage those students and families so they start considering college as an option.
2. Build a Strong Foundation. Counselors can help students identify interests, strengths, and goals using tools such as assessments, inventories and card sorts. Students will then be able to identify colleges where they might thrive. Counselors can also help students learn about the importance of their grade point average (GPA), guide class selection, and encourage participation in clubs, sports, community activities, etc. (Roderick et al., 2011).
3. Demystify the Application and Financial Aid Processes. Understanding that students lack family members with college experience, counselors can assist by explaining options (e.g., community college, public, private, trade/technical), providing an overview of timelines and deadlines, ensuring students understand requirements and help develop strategies to meet those requirements and assisting with applications, essays, letters of recommendation, etc. (McDonough, 1997). Understanding college education finance is often a challenge. Counselors can help by describing the costs of college (e.g., tuition, housing, food), explaining the Free Application for Federal Student Aid (FAFSA), and identifying scholarship and loan opportunities. The net costs should be compared to the expected long-term benefits of a college experience and degree - higher lifetime earnings and expanded career opportunities as well as personal growth.
4. Engage Families. Families of first-generation college-bound students often want to help but do not know how. Counselors can engage families as partners in the process by: (Ceja, 2004)
   • Providing clear and accessible information (including translated materials if needed)
   • Describing how they can support students
   • Respecting cultural values while encouraging college opportunities
5. Review Acceptances. Counselors can meet with students and their families to review college acceptances and financial aid offers and help them assess academic, social, financial, and cultural fits (Hossler et al., 1999).
6. Prepare for the Transition from High School to College. First-generation college-bound students often question whether they “belong” in college. Counselors can build their readiness and confidence by: (Strayhorn, 2018)
   • Normalizing fears and anxieties
   • Sharing success stories
   • Teaching self-advocacy skills (emailing professors, asking for help)

Counselors can connect students to programs designed for first-generation college-bound students such as: (Engle and Tinto, 2008)

• TRIO programs (Upward Bound, Talent Search) - Federally programs that provide academic support, mentoring, financial aid guidance, and college planning assistance.
• College bridge and summer programs - College-specific programs that help first-generation college-bound students enter college with stronger academic preparation, greater confidence, and a better understanding of how to succeed.
• Mentorship programs and peer networks - Programs that connect first-generation college-bound students with peers, faculty, and staff who provide guidance and support (Denon, 2020).
• On-campus first-generation student organizations - Organizations that provide community, mentorship, academic support, leadership opportunities, and advocacy for first-generation college students.

Preparing These Students for Collegiate Success

First-generation college-bound students often face significant barriers to accessing and succeeding in higher education, including financial constraints, limited familiarity with the college process, and psychological challenges. With intentional, proactive support, counselors can play a critical role in closing opportunity gaps and helping these students navigate the college planning, application, and transition process.

 

References

BestColleges Staff Writers. (2021, June 25). How to overcome impostor syndrome in college. BestColleges. https://www.bestcolleges.com/blog/overcome-impostor-syndrome-college/ 

Ceja, M. (2004). Chicana college aspirations and the role of parents. Journal of Hispanic Higher Education, 3(4), 338–362. https://doi.org/10.1177/1538192704268427 

Covarrubias, R., & Fryberg, S. A. (2015). Movin’ on up (to college): First-generation college students’ experiences with family achievement guilt. Cultural Diversity and Ethnic Minority Psychology, 21(3), 420–429. https://doi.org/10.1037/a0037844 

Dennon, A. (2020, July 1). What is a first-generation college student? BestColleges. https://www.bestcolleges.com/blog/what-is-a-first-generation-college-student/ 

Doane, D. (n.d.). Resource guide: Engaging in statewide advocacy for first-generation college students. FirstGen Forward. https://www.firstgenforward.org/hubfs/FGF%20Publications/Resource%20Guides/Resource-Guide_First_gen_Advocacy_Final.pdf 

Engle, J. (2007). Postsecondary access and success for first-generation college students. American Academic, 3, 25–48. https://hdl.voced.edu.au/10707/328327 

Engle, J., & Tinto, V. (2008). Moving beyond access: College success for low-income, first-generation students. Pell Institute for the Study of Opportunity in Higher Education.

Hossler, D., Schmit, J., & Vesper, N. (1999). Going to college: How social, economic, and educational factors influence decisions. Johns Hopkins University Press.

McDonough, P. M. (1997). Choosing colleges: How social class and schools structure opportunity. State University of New York Press.

Roderick, M., Coca, V., & Nagaoka, J. (2011). Potholes on the road to college. Consortium on Chicago School Research at the University of Chicago.

Strayhorn, T. L. (2018). College students’ sense of belonging: A key to educational success for all students (2nd ed.). Routledge. https://doi.org/10.4324/9781315297293 

Troy, C. (n.d.). Resource guide: Engaging support for Black first-generation students. FirstGen Forward. https://www.firstgenforward.org/hubfs/FGF%20Publications/Resource%20Guides/Resource-Guide_Black-First-gen-1.pdf 

Yang, J., Hartman Clune, S., & Steffenhagen, C. (2025, December 2). [News segment]. PBS newsHour. PBS.

 

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Phil Benowitz is currently pursuing a master's degree in Clinical Mental Health Counseling at The College of New Jersey. He brings more than 25 years of experience in leadership, consulting, and professional development, where he partnered with individuals navigating career transitions, workplace challenges, and personal and professional growth. These experiences inspired his transition into counseling and inform his interests in life transitions, career development, adult development, and counseling older adults. He can be reached at benowitzp@gmail.com