Reality Bites: Students Say They Face Stark Challenges After High School

Many Gen Z high school graduates say they were not prepared for the realities of the real world — and new research supports their concern.

According to a new Agency study, “Turning the Tassel: What Generation Z Says About Life After High School Graduation,” recent high school graduates are more likely to land jobs in shrinking rather than growing workforce sectors; a majority don’t complete the secondary education or training programs they start; and slightly more than half say their high school did not properly prepare them for the rigors of postsecondary or continuing education.

The study challenges the way a successful high school experience is defined and whether high schools are adequately preparing students for life after graduation, explains report author and Agency CEO Debbie Veney.

“If schools are doing their jobs well, we should be able to see it in the life outcomes of their graduates,” Veney says. “Are they employed? How much money do they make? What type of jobs do they have? Did they complete a postsecondary credential? Are they able to live independently? We basically wanted to know if they feel prepared for adulthood after high school, and whether they are thriving.”

Well-Prepared High School Grads

Well-prepared high school graduates are more than their transcripts or resumes, says Stephanie Simpson, chief executive of the Independent Educational Consultants Association (IECA). A well-prepared graduate has genuine self-knowledge — a solid understanding of their strengths, interests and the value they place on learning — and can make an informed decision about their next steps.

Evaluating this generation means looking beyond their transcripts to the core qualities and skills that matter most, such as their curiosity, adaptability, resilience and self-awareness, Simpson explains. These are exactly the areas where students build the confidence and capabilities they need to succeed well beyond high school.

Dan Gonzalez, general manager of Teamship at the College Board, shares that view: “To me, a well-prepared Gen Z high school grad has shifted from a completion mindset to a contribution mindset. A completion mindset is what schools often reward: finish the assignment, move to the next one, advance. A contribution mindset asks a different question: What value can I create for someone else — a teammate, a supervisor, a customer?”

Those are the durable skills — communication, problem-solving, collaboration — that a recent College Board and U.S. Chamber of Commerce survey confirms that employers are looking for, Gonzalez says. Technical skills still matter. But it’s these human skills that will empower a young person to make real contributions, and contribution is what the labor market rewards.

Veney agrees that a well-prepared graduate is not just someone who crosses the stage with a diploma. It is someone who has multiple pathways before them because they are equipped to navigate an ever-changing terrain.

“It looks like a young person who has a plan, knows how to adapt, can communicate clearly, understands their options and has the confidence to advocate for themselves,” Veney says. “They know how to be lifelong learners. They may be headed to college, career training, the military, public service or the workforce, but they should leave high school with both direction and the skills to navigate change.”

Gen Z Satisfaction

In light of the gaps between preparation and expectation, Gen Z graduates have mixed feelings about their current lot in life, explains Jane Swift, chief executive of Education at Work, an educational consultancy nonprofit, and former governor of Massachusetts. “Gen Z is ambitious and values-driven, more focused on purpose and flexibility than generations before them, and that’s a real strength,” she says. “But many are also anxious about their economic prospects and frustrated that their education hasn’t translated into the opportunities they were promised, especially as artificial intelligence reshapes the job market just as they’re entering it.”

At the IECA, Simpson says her members also have mixed views of Gen Z’s plight. “On one hand, this is a purposeful, values-driven generation that wants meaningful work and is thoughtful about well-being and balance,” Simpson explains. “On the other hand, our members consistently note high levels of anxiety and pressure, much of it rooted in admissions culture as well as in economic uncertainty about whether the path they choose will pay off.”

Many Gen Z graduates are navigating an incredibly complicated transition to the labor force, Veney says. Nearly two-thirds of employers say there is a mismatch between the skills they are looking for and the skills job seekers possess. Also, the pace of change is enormously quick. The skills needed for jobs today are expected to change 70% by 2030. College costs are high. Housing is expensive. Mental health pressures are real. And too many students leave high school without enough exposure to the range of career paths available to them.

Understanding Career Realities and Job Opportunities

A significant factor in the skills mismatch is that students often don’t understand what is required in many job roles and, therefore, don’t take the necessary steps to prepare for these roles.

“Students rarely have an idea about the workforce outside of what the family does, what they see on YouTube and what their friends tell them,” says Mike Wysocki, author of Careers By the People. “Students do not understand pay structure either. These subjects are rarely broached in the high school or university settings.”

Career readiness is a major issue, but education and industry are doing little to resolve it, Wysocki says. “I always tell students to talk with workers outside of their family that have been in industry 10-plus years,” he explains. “Ask to shadow the person at their work. Attend a trade show of an industry that interests you. Learn about the [networking] power of LinkedIn.”

At college admissions consultancy Hello College, faculty spends a great deal of time helping students understand career realities and the different paths available to them, says college counselor Raymond Gonzales.

“We educate students about the careers they’re considering, but we also explain the realities of how today’s job market works,” Gonzales says. “Right now, many students are afraid AI is going to replace their jobs. We don’t want them to be afraid of AI; we want them to understand how AI can complement their careers. That approach makes students much more confident as they explore majors and career opportunities.”

How High Schools Can Do Better

High schools clearly need to do a better job connecting academics to life after graduation, Veney explains. For example, dual-enrollment programs and early college programs allow students to graduate high school with an associate degree. That degree can be used to step right into a well-paying job with growth potential. Or it can be used to shorten the time it takes to earn a four-year degree.

Schools must also be committed to stronger college and career advising, providing more exposure to real workplaces; placing more emphasis on writing, speaking and problem-solving; and teaching financial literacy and life skills. It also means creating a school culture where every student is known, challenged and expected to succeed. One of the clearest lessons from this study is that expectations matter, Veney says.

High school leaders must understand that a well-prepared graduate is one who is ready to enter their chosen path, whether it is college, career or military, explains Nicole Alioto, education consultant and author of You Can Measure Anything! An Educator’s Guide to Measuring What is Hard to Define.

“Success means a combination of academic, applied or technical, and interpersonal or soft skills,” Alioto says. “There is no fixed formula for success that fits into every setting, but there is an expectation of basic literacy, numeracy and ability to communicate, both face-to-face and using technology.”

Finally, Gonzales says schools should focus on helping students develop the core skills of curiosity, adaptability, communication and resilience. Those are the qualities that prepare students to navigate change, solve problems and continue learning long after they leave high school. 

Grades and academic performance will always matter, but they’re only one piece of the equation, Gonzales notes. Students also need opportunities to build leadership skills and have real-world experiences that prepare them for college, careers and life.