How to Evaluate COLLEGE adhd, 2e, ef support programs?

What’s up? It’s me, Seth, from sethperler.com.

I wear a lot of hats in the executive function, neurodiversity, ADHD, and 2e (twice-exceptional) worlds. In this video, I’m going to talk about college students, executive function, ADHD, and 2e—and specifically how to evaluate a college program to determine whether it’s actually helpful or just fluff.

I received an email from a parent that said:

“Hi Seth, not sure if you’ll see this, but it’s worth a shot. I’m a pediatric OT and a mother of two 2e kids. I’ve been following you for years, and your strategies have been so helpful—thank you. My kids are getting ready for college, and we’re trying to figure out which colleges on the East Coast truly have 2e support and which are just fluff. Do you have a list you trust or a go-to?”

The parent continues:

“I’ve found several programs, but they are very vague, and I don’t have a way to evaluate them. Any help would be appreciated. Also, thanks for sharing your story—I relate to it.”

So first—thank you. I appreciate that.

Now, do I have a list of trusted programs? No. But I can give you some insight on how to evaluate them.

This is similar to when parents ask me, “How do I choose the right school?” The truth is, all schools look good on paper. They all look good online. So the real question is: what are we actually evaluating?

Are we looking at test scores? Are we looking at compliance? Are we looking at whether students are truly learning how to think and learn?

A lot of the metrics we use to evaluate schools as a culture are, frankly, misguided.

So how do we evaluate whether a program is actually good?

Before I answer that, I want to share a bit of my own story.

There are two types of college students: those who are ready and those who are not. By “ready,” I mean students who truly want to be there, who are open to help, and who are willing to implement support systems.

When I first went to college, I was not ready.

I failed out of high school and got into Ball State University on probation. I had to attend a summer program to prove I could handle college-level work.

While my test scores were high, my grades were terrible.

That summer, I took three classes, including a study skills class—and I got an A in that class. But I also got two Cs. Like many students I work with now, I was able to do just enough when I felt pressure, but I wasn’t doing what truly needed to be done.

I didn’t have the executive function skills to navigate college. I wasn’t ready.

I didn’t have systems—no organization, no planning, no time management. I didn’t know how to handle unstructured time. I didn’t know how to study or read college-level material effectively.

I didn’t seek help. I didn’t go to office hours. I didn’t get to know my professors. I didn’t use tutors. I had no accountability.

Eventually, I failed out. I later enrolled at Columbus State Community College, but I wasn’t ready there either. I dropped out before failing, but I was already on that path.

At the time, I just wanted freedom—not responsibility.

Everything changed when I returned to school at 25.

At that point, I wanted to learn. I was ready. I built systems early. I asked for help. I met my professors. I attended office hours. I formed study groups. I used tutors. I created a structured study environment and removed distractions.

I was finally ready.

So here’s the key point:

When you’re asking whether a program is fluff, I’ll tell you something surprising—it matters less than you think.

Even if a program is not great, two other factors matter far more:

First: Is the student ready?

Are they willing to ask for help? Show up consistently? Use office hours? Build accountability? Work with peers?

Second: The relationships they build.

If a student consistently shows up and builds relationships with tutors, coaches, or support staff, that matters more than the program itself. Those individuals—when they invest in the student—can be life-changing.

So don’t underestimate the power of those relationships.

Now, I have a question for students watching this:

Are you currently using accommodations in high school?

If not, what’s going to change in college?

College demands much more. I’ve worked with many college students, and most of them fall into the “not ready” category at first. They often come to me after struggling through their freshman year.

Even then, many say they’re ready—but their actions don’t match.

And that’s the truth: readiness isn’t about what you say—it’s about what you do.

If you’re willing to consistently ask for help and show up, you’ll figure it out. But if you know deep down that you’re resistant and not ready, be honest with yourself. That honesty can save you time, money, and frustration.

You can always change direction later. Life is flexible.

Now, let’s get practical.

If you want to evaluate programs, here’s what to do:

Call the schools. Talk to real people. Make a chart. Write down names of staff members in the 2e or executive function programs.

Ask about all available resources—not just the 2e program. Ask about writing centers, tutoring, teaching assistants, and office hours.

Create a list so the student can actually use these resources once school starts.

And here’s one more important question:

Who is doing the work—you or your child?

If the parent is doing most of the work, that’s a red flag. It may mean the student isn’t ready yet.

Of course, there are exceptions—like busy periods or transitions—but in general, actions tell the truth.

There are two types of students: those who are ready and those who are not. And the sooner someone can honestly assess where they are, the faster they can move forward.

That’s especially true for students with executive function challenges.

Anyway, my name is Seth Perler. I’m grateful you’re here.

I wish you peace of mind, joy, and meaningful connection today.

If you found this helpful, share it, leave a comment, and let me know your thoughts. How would you evaluate these programs?

And if you’re still watching—no, you don’t get a million dollars… just kidding.

I also host an event called The Executive Function Online Summit. It’s a free summit for parents, teachers, and therapists—definitely check it out.

Take care—I’ll see you in the next one.