Assessing College and Career Readiness

For many individuals, choosing or changing a career path can be daunting. The decisions along the way can have far-reaching consequences, but counselors are poised to guide clients by assessing their college or career readiness and helping them develop a strategy for success.

Christine D. Lewis, PhD, NCC, NCSC, LPC, was a K–12 school counselor for 8 years before becoming an Assistant Professor in the Department of Counseling and Human Services at East Tennessee State University. Dr. Lewis recently discussed the importance of assessing readiness and how counselors can become agents for change, helping individuals make informed decisions and navigate the steps necessary to achieve their goals.

How can school counselors best support high school students transition into college or work?

When it comes to helping high school students transition into college or careers, support should start much earlier. School counselors at every level should collaborate to guide students toward their future aspirations, especially in ways that may be unfamiliar to them. By the time students reach high school, many have already decided whether college is for them or if they’d rather pursue a career. My biggest concern is for students from special populations, first-generation, and those who feel discouraged or uncertain about their next steps after graduation regardless of the support they have. I believe exposure is key for all students. There are so many career paths students might excel in if only they knew those options existed. For students from marginalized backgrounds, representation matters just as much. Seeing someone who looks like them in a particular field can be life-changing, making their goals feel more attainable.

I also believe special attention should be given to first-generation students who may need extra guidance in navigating the college and/or career process and to students with disabilities who require support in finding schools and scholarships that meet their needs. It would be beneficial to teach those advocacy skills because at the college/university level, disability services replace Individualized Education Plans (IEPs), and students often must seek support. The same goes for those seeking careers. How can the high school counselor support the student’s voice so that confidence can be built, so that when they enter the workforce, they can share how they learn and the anxieties they have in working certain areas of the job?

Are there college readiness assessments you’ve used that you could tell us about? What role do they play in helping a student prepare?

Though there are many college readiness assessments out there, it depends on what the state and/or school district has selected to support college readiness that a school would or could use. I will say from my experience with students taking the assessments and teaching assessments, the major piece is what we are doing and how we are interpreting the results. Is there someone sitting down with students to help them research and explore the areas of interest the assessment has pointed out?

In my experience, students can dismiss results feeling as if they do not fit them or wonder why the results didn’t put them in the category of their preferred career. Many college and career-based assessments have left students to explore majors and careers on their own, and that can be frustrating and an information overload. With that being said, school counselors must ask themselves “What can I or my school counseling program do to support student exploration of college majors and/or careers?”

How can counselors help individuals considering a career change? Are there assessments that work better with these clients?

One of the first steps is to self-assess their transferable skills. The abilities and experiences they’ve gained in previous roles could apply to a new field. At the same time, it’s important to reflect on the aspects of past careers that weren’t a great fit or led to burnout. What was it about those that had an impact on their loss of interest? Exploring new career options isn’t just about what someone is good at; it’s also about finding work that aligns with their interests, values, and long-term goals. Talking to professionals in industries of interest and planning financially for the transition are also key parts of the process.

Career assessments like the Strong Interest Inventory and Myers-Briggs Type Indicator (MBTI) can be helpful tools in this journey. The Strong Interest Inventory helps individuals identify careers that align with their interests, sometimes revealing fields they may not have previously considered. The MBTI focuses on personality types and how they relate to work environments, decision-making, and job satisfaction. These assessments can provide insights into potential career paths, but they are only as useful as the interpretation that follows. As counselors supporting clients in career exploration, we need to guide individuals through their results, helping them see how their interests and strengths connect to real-world opportunities.

If a client wants to pursue a career they don’t seem particularly well-suited for, how do you navigate that scenario?

I work with this yearly, with students pursuing careers in school or clinical mental health counseling. Some begin their journey wanting to become school counselors but aren’t sure if they want to pursue clinical mental health, and vice versa. We often have students who find their passion a year after program admission and switch or decide to pursue both licensures. When that happens, I always start by asking my advisees and students their “why” for this profession. Understanding someone’s “why” helps them identify their motivations and interests in any particular career. But just as important is having honest conversations about the challenges they may face and whether they will support or hinder their career path and future satisfaction.

For example, when I was a school counselor, I had students tell me they wanted to be professional athletes, but they had never played a sport. Now, that’s not to say they couldn’t start training and improve, but if they had no intention of putting in the work, the reality of becoming a pro athlete was pretty slim. Instead of shutting down their dreams and career aspirations, I’d always ask, “What’s plan B?” Having an alternative path helped them think about other things they might be good at and the skills they already have.

A strong counselor–client relationship can make a huge difference in career exploration. Sometimes, people don’t even realize the skills they naturally use in everyday life, and as counselors, we can help them see their strengths and explore multiple career paths. My approach has always been to support my clients’ dreams and career aspirations, but also to have the tough conversations about what’s realistic. I encourage them to map out their journey and what steps they’d need to take, what challenges they might face, and what their backup plan is. If they don’t have one, we begin to explore one. Most of the time, by talking through this process, they come to their own realization about whether that career is truly the right fit for them.

Having certain aptitudes and abilities may not equal enthusiasm for a particular career. For instance, a person skilled in math may not be interested in a related career. What should counselors know about being aware of and dismissing these “career assumptions”?

Career assessments can be helpful, but they don’t always capture a person’s true passion for a career field. In fact, they can sometimes be discouraging when someone doesn’t see their dream job listed in the results. I’ve seen this happen often in schools: Students take a career assessment or aptitude test, and when their desired career isn’t on the list or when they don’t score high enough on the Armed Services Vocational Aptitude Battery (ASVAB) for the military branch they want to join, they feel frustrated or defeated. I’ve worked with students who decided not to pursue the military simply because they didn’t score high enough for their preferred branch.

It’s important to remind clients that assessments don’t define their entire future. Just because an assessment suggests a different career path, or they don’t initially qualify for a specific opportunity doesn’t mean they’re out of options. There are ways to improve scores, explore alternative pathways, or even reconsider other career fields that align with their interests and skills. The key is to keep the conversation open, encourage resilience, and help them see that there’s more than one way to reach their goals. But I must say, that’s where counselors come in to remind them that these assessments are just a tool, not a final decision on their future.

We also have to consider cultural expectations. Many students, particularly those from underrepresented backgrounds, may not have been exposed to a wide range of careers or service branches, or are misinformed on the duties. If they don’t see people who look like them in a particular field or haven’t heard of certain professions before, those options may seem far-fetched or completely out of reach.

What advice would you give to someone who is interested in counseling individuals about preparing for college and/or careers?

To be supporting an individual with career exploration, it’s necessary to develop strong listening and communication skills. Understanding your clients’ and students’ needs starts with being fully present and engaged in their present and past experiences. Also, staying informed about labor market trends and educational requirements can support client exploration because career paths are constantly evolving, and the more up to date you are, the better guidance you can provide.

It’s equally important to be knowledgeable and open to understanding diverse cultures and backgrounds. Career decisions are often influenced by cultural expectations, family dynamics, and personal experiences, so having a culturally responsive approach can make a significant impact. Building and maintaining professional networks is another key aspect. Having a list of area resources, whether for job shadowing opportunities, mentorship, or simple career conversations, can help clients and students explore their options in a more hands-on way.

Are there any resources or trainings you’d recommend?

For school counselors, understanding what Career and Technical Education (CTE) programs offer in your district is a game-changer. These programs can provide students with practical skills, certifications, and direct entry into the workforce. Connecting students with local Workforce Development Boards (WDBs) can also open doors to apprenticeships, internships, and career readiness programs.

As counselors, we have access to ongoing professional development and training that enhance our ability to support career exploration. Taking advantage of these resources ensures that we continue growing in our field and, most importantly, that we’re giving our students and clients the best possible guidance for their futures. To start, counselors should explore their local and regional counseling organizations, as well as national groups like the American School Counselor Association (ASCA) and the National Career Development Association (NCDA). Additionally, organizations such as the College Board and local WDBs often provide workshops, networking opportunities, and resources that can enhance career counseling strategies. Attending these events and engaging with industry professionals can help counselors stay informed and better support their students and clients in career exploration and planning.

Dr. Christine D. Lewis is an Assistant Professor in the Department of Counseling and Human Services at East Tennessee State University (ETSU). A native of Collierville, Tennessee, Dr. Lewis earned her PhD in counselor education from The University of Mississippi in Oxford. Before joining ETSU, she served as a secondary school counselor and worked in clinical mental health settings in Mississippi. She is a licensed school counselor in Mississippi and Tennessee and holds an LPC in clinical mental health in Mississippi. She is also a National Certified Counselor (NCC) and a National Certified School Counselor (NCSC).

**Opinions and thoughts expressed in NBCC Visions Newsletter articles belong to the interviewees and do not necessarily reflect the opinions or practices of NBCC and Affiliates.