Rora Education offers specialist school-to-university transition support for sixth form students, delivered as in-school workshops and structured 1:1 packages. Sessions are designed for the whole cohort but are particularly useful for neurodivergent students; schools can choose whole-cohort or dedicated neurodivergent-focused delivery. Workshops complement rather than duplicate existing UCAS and pastoral provision.
Rora Education is led by Rosie, a former teacher, Head of Psychology and Higher Education Coordinator, with twelve years of experience supporting students through A Levels, university applications, and the transition to higher education.
Rosie holds an enhanced DBS with children's barred list, on the Update Service.
- ISI and Ofsted assess personal development, including preparation for life beyond school
- Both assess how effectively schools identify and meet the needs of pupils with SEND
- Families increasingly expect schools to demonstrate meaningful support for neurodivergent learners, highlighting the importance of proactive support in a school's inclusion provision
Many schools (understandably) focus on getting students onto the right course, at the right university; what is harder to prepare students for is what happens once they get there.
The move from school to university brings a significant structural shift: the external scaffolding that has organised students' learning (timetables, teacher oversight, regular deadlines, parental involvement) largely disappears.
- Executive function predicts first-year outcomes across all students: stronger EF at entry means significantly more credits completed (Baars et al., 2015)
- Students identify a gap: schools' UCAS focus leaves preparation for independent learning largely unaddressed (Worsley et al., 2021)
- Students with ADHD and autism are consistently more likely to leave before completing their degree (DuPaul et al., 2021)
- Strong study skills at entry significantly reduce the predictive weight of ADHD on outcomes (Gormley et al., 2016)
- Executive function is independently predictive and explicitly identified as a target for support before university (DuPaul et al., 2021; Gormley et al., 2018)
The workshop: 2 × 1 hour sessions — in person or online
Please note: sessions will be adapted to the needs of the students, in consultation with the school.
Session 1: School to higher education — understanding the transition
An evidence-informed session on the change in demands from school to university, and how to proactively use this knowledge.
Session 2: School to higher education — planning for success
A practical, workshop-style session using an evidence-based executive function framework.