With experience in college counseling centers and a postdoctoral residency at Princeton University, she brings a deep understanding of the challenges that can arise during the transition to college and early adulthood. Her approach is collaborative, research-informed, and grounded in creating a supportive, nonjudgmental space where clients can build resilience and navigate change.

In this Q&A, Lienna reflects on her time at Wilmington Friends and shares thoughtful, practical insights for students and families preparing for college.

One of the things I most appreciated about WFS was its emphasis on acceptance and nurturing each student’s individuality. I especially valued the ability to be placed in classes based on my interests and strengths, rather than following a one-size-fits-all approach for an entire grade. That flexibility allowed me to explore a wide range of interests and develop a strong sense of self.

In my work as a psychologist now, I draw on a similar philosophy. I prioritize a nonjudgmental, validating approach with my clients and recognize that each person has unique needs. Rather than applying a single model, I tailor treatment to the individual, building on their strengths while helping them address patterns or behaviors they would like to change.

One of the most important things for seniors to understand is that the transition to college is not just an academic shift - it is also a significant emotional and developmental transition. Many students are surprised by how challenging it can feel, even when they are excited to go.

College requires students to manage their time, routines, and responsibilities independently, often without the structure and support they received from parents and high school teachers. It is very common to feel disorganized, overwhelmed, lonely, or unsure of oneself, particularly during the first semester.

Struggling during this transition does not mean you are failing––it often means you are adjusting to a new environment. Understanding this ahead of time can reduce shame and make it easier to seek support when needed.

There is a common belief that friendships in college should form quickly and easily, especially during orientation. Another myth is that you should quickly become best friends with your roommate. In reality, meaningful relationships usually take time to develop.

Many students feel lonely at first and assume they are the only ones having that experience. Social media can reinforce this misconception, as it often highlights group photos and social moments while leaving out the quieter, more solitary experiences that are also very common.

Building connections is rarely instantaneous––it is typically a gradual and sometimes uncomfortable process. Friendships tend to develop through repeated, low-pressure interactions, such as sitting next to the same person in class, joining a club, or having small conversations over time. It is less about finding an immediate “best friend” and more about staying open, showing up consistently, and allowing relationships to grow naturally.

College places a much greater emphasis on self-management. To thrive academically, students would benefit from learning how to break larger assignments into smaller, manageable steps and beginning work earlier than feels necessary. Using a calendar or planner to track deadlines and commitments can help create structure, while developing the ability to start tasks even when motivation is low is an essential skill. It is also important for students to feel comfortable reaching out to professors, advisors, or support services when they need help.

It is equally important to recognize that struggles in these areas do not necessarily reflect a lack of ability or motivation. For some students, especially those with ADHD, these challenges become more noticeable in college. Many high-achieving students are able to succeed in high school because of the structure and support provided by parents and teachers, and may struggle when those supports are no longer in place.

A healthy transition does not mean a smooth or stress-free experience. It often includes periods of discomfort, uncertainty, and adjustment.

From a mental health perspective, a healthy transition involves being able to experience stress or homesickness without becoming overwhelmed by it, gradually developing routines around sleep, meals, and academics, and beginning to form social connections, even if they are not yet deep. It also includes being willing to seek help and support when needed.

Ultimately, it is less about avoiding difficulty and more about how students respond to it. Flexibility, self-awareness, and openness to support are key indicators of a healthy adjustment.

Preparation can make a meaningful difference. For students receiving ongoing medical or mental health care, it is helpful to identify providers in the college area ahead of time, as there can be long wait times for initial appointments. Telehealth can also be a useful option, as some providers are licensed to work across multiple states.

It is also important to review your health insurance plan. Some plans, such as HMOs, may have limited out-of-area coverage, which can make accessing care at college more difficult. Plans, such as PPOs allow you to see any provider, regardless of location or network status. Understanding this in advance can help families plan appropriately.

Students should also become familiar with campus resources, such as the health center, counseling services, academic support center (where you could receive tutoring or guidance on how to improve your study habits), and the office for disability services (which is responsible for arranging specific accommodations such as extended test-taking time for students with anxiety or ADHD). Even if these supports are not needed right away, knowing how to access them can make it easier to seek help if needed.

Finally, practicing independence before college can be very helpful. This includes managing your own schedule, handling daily responsibilities, and making appointments - skills that are often new but essential in a college environment.

It can be helpful to understand the difference between goals and expectations, as much of the distress students experience comes from unmet expectations.

Goals tend to be flexible and internally driven, whereas expectations are often fixed ideas about how things “should” unfold. For example, students may expect to become close with their roommate right away, form lasting friendships during orientation, or achieve the same grades as in high school.

When expectations are not met, it is easy to feel discouraged or to question oneself. Instead, it can be more helpful to reassess and adjust those expectations. Being flexible and open to how the experience actually unfolds allows for greater resilience and a more positive overall adjustment.