OPINION: Our system steers most students toward attending college, but it is not realistic or even desirable for everyone

Student interest in school is declining. According to a recent Gallup survey, less than six in 10 middle- and high-schoolers say they’ve learned something interesting at school in the last week.

That’s a decrease of 10 percentage points from 2023, Gallup says, and the prevailing emphasis on college preparation may be partly to blame. More than two-thirds of high-schoolers say they’ve heard “a lot” about college, but fewer than one in five say they’ve heard “a lot” about jobs that do not require a college degree.

That’s problematic because only slightly more than half of Gen Z students plan to go to college. In 2022, the most recent year for which data is available, fewer than 40 percent of students ages 18 to 24 enroll, and fewer than one-third enroll in a four-year school. There is no one roadmap for success after high school, and schools should consider structuring curriculum and career services to reflect that.

Educators do a disservice to students by implying that college bestows the only path toward financial independence and employment. An improved system would better balance college preparation with career and technical education.

Consider the current makeup of the American economy: There are 8 million construction workers in the United States, more than double the number of public and private school teachers. Construction workers generally do not need a bachelor’s degree.

However, our education system almost exclusively steers students toward attending a four-year college, ignoring alternative career paths.

Although effective guidance counseling is an important factor in whether students go to college, it’s also important to note the role that families play in higher education and career paths.

For a student who takes care of younger siblings or grandparents and who will eventually seek a job with flexible hours, a career in the skilled trades may be the right fit. Around 5 million students at trade schools and colleges are also caregivers.

The trades might also be a better fit for a student who wants to stay in their rural hometown, where employment options that require a college degree might be limited.

Such ambitions are just as valid as aspiring to attend an Ivy League school.

So, in addition to asking questions like, “What are you passionate about?” and “What’s your ‘reach’ college?” counselors and teachers should incorporate practical questions in their conversations, such as:

“Are you comfortable with taking out loans?”

“Do you have family responsibilities?”

“What jobs are available where you want to live?”

In order to meet the career-readiness needs of all students, not just those heading to college, schools at all levels should hire career counselors from diverse educational and economic backgrounds — including those with connections to more blue-collar occupations.

Students interested in entering a trade would also benefit from having a counselor who can connect them to local employers or vocational training. In schools where the trades are an unconventional career path, a working plumber, electrician or other tradesperson might be a worthy de facto counselor.

There’s also an opportunity to divide counselors’ responsibilities based on their strengths. Schools could dedicate some counselors to college preparation, some to career readiness and some to athletics.

I’ve worked to advise college students and help them develop their leadership skills, and I know that counselors are doing their best. Unfortunately, many high school counselors have larger workloads than they can adequately accommodate.

The average school counselor is responsible for a staggering 385 students, and 17 percent of public high schools don’t have a school counselor at all.

To address this challenge, schools can prepare other staff to talk with students about their goals after graduation. Educators can be compensated for career advising in the same way they are for coaching a sports team or advising a student organization.

This approach could help reach students who might not readily make an appointment with a counselor they don’t know but would feel comfortable discussing postgraduation plans with their favorite teacher or coach.

Staff and counselors can also give aptitude tests and educate students and families about resources such as AI tools, which can help democratize the career and college-readiness process.

Even at the college level, many schools miss the mark on career readiness. Colleges and universities will better prepare students if they emphasize how classroom learning can translate into real-world job opportunities.

For example, students at Northeastern University gain full-time work experience during the semester by participating in experiential learning with companies from tech startups to nonprofits and marketing firms. Drexel University students can graduate with 1.5 years of full-time work experience based on their curriculum.

It’s time for educators to encourage students to think differently and more broadly about their futures, no matter what career paths they pursue.

Daniel Goines is a higher education specialist at KI, a global furniture manufacturer in Green Bay, Wisconsin. He has two decades of experience in higher education administration and education leadership.

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