By Dr. Jessica Henlon | Education Contributor for Florida National News

Part 1: Navigating FAFSA Season and Financial Decision-Making

Every year, mid-October marks the height of FAFSA season, a time when college-bound students and their families tackle the Free Application for Federal Student Aid (FAFSA) in hopes of securing financial assistance. This process often brings a mix of excitement and anxiety, and for many, applying for aid is an emotional journey. Students may feel overwhelmed by the complexity of forms and the weight of financial decisions that could shape their college opportunities.

This first article in our two-part series addresses the emotional and practical challenges of FAFSA season. It highlights how building financial awareness empowers students in choosing a college and planning for the future. We explore tools like the U.S. Department of Education’s College Scorecard, the importance of understanding student loans and repayment, and the mental health aspects of taking on debt.

The Emotions and Challenges of FAFSA Season

Filling out the FAFSA can be both practically challenging and emotionally charged. Students must gather tax documents, understand financial jargon, and meet deadlines, tasks that can be especially daunting for those without prior guidance, a situation common among first-generation college students (The Education Trust, 2024). Emotionally, there is a lot at stake. Students know that financial aid outcomes may determine where, or if, they can afford to go to college.

Stress, confusion, and fear of making mistakes are common feelings during this process. Recent reports describe “tremendous mental health strain” among students awaiting financial aid letters (The Education Trust, 2024). One study found that words like “uncertainty,” “confusion,” “anxiety,” and “fatigue” frequently appeared in student conversations about financial aid (Sinha et al., 2023). An essential first step is to acknowledge these feelings as valid. Feeling nervous means you care about your future.

Students are not alone. Counselors, teachers, and online resources are available to guide them through the FAFSA. By taking the process one step at a time and asking for help when needed, students can turn this stressful season into an empowering experience.

Financial Awareness as Part of the College Decision

Financial awareness is a key component of thoughtful college decision-making. While it is easy to focus on rankings or campus life, understanding the financial fit of a college is just as important as the academic fit. That includes looking beyond sticker prices to consider net costs, projected borrowing, and long-term affordability.

Students from all backgrounds, and especially those from lower-income or first-generation families, benefit from early conversations about college costs and budgeting (BestColleges, 2023). Many young adults later wish they had learned more about loans and financial planning before starting college. A study of student social media posts found common expressions of regret, such as “I should’ve learned about budgeting,” with many reporting they did not fully understand the debt they were taking on (University of Georgia, 2023).

One practical strategy is to compare aid packages and calculate the net cost of attendance. If College A offers more scholarships than College B, it may be more affordable overall, even if its tuition is higher. Students can ask: “Which college gives me the education I want with the least financial burden?” Framing the decision in this way gives students agency and helps ensure that their college experience is both enriching and sustainable.

Using the College Scorecard for Informed Choices

To make informed comparisons, students can turn to the U.S. Department of Education’s College Scorecard (https://collegescorecard.ed.gov). This free tool offers data on tuition, financial aid, graduation rates, average debt, and post-college earnings (Institute for Higher Education Policy [IHEP], 2023). Rather than relying on marketing materials or reputation alone, families can use real figures to guide decision-making.

For example, the Scorecard shows the average annual cost by income level, typical loan repayment success, and median earnings for graduates in different fields (IHEP, 2023). This information helps clarify the return on investment: Do graduates of this program earn enough to manage their debt? Are students likely to graduate and find stable employment?

By using the Scorecard, students might discover that one school has a higher graduation rate or that a particular major leads to more substantial earnings. Numbers are not everything, but they can help reduce uncertainty. Financial awareness is not about being overly money-focused; it is about protecting one’s future well-being. Using the Scorecard alongside academic fit and personal preferences helps students make decisions with complete confidence.

Student Loan Borrowing: Plan Before You Borrow

Many students borrow for college. The goal is not to avoid loans at all costs, but to use them intentionally. Federal student loans have flexible repayment plans and safety nets for low-income graduates (Bergland, 2023). Still, borrowing only what is needed and understanding the basics, like projected payments and career earnings, can reduce financial stress later.

Most undergraduates borrow modest amounts, with typical federal student loan balances ranging from $20,000 to $25,000 (Board of Governors of the Federal Reserve System, 2025). While six-figure balances tend to dominate headlines, they are rare among undergraduate borrowers (Hanson, 2024). Financial aid advisors and loan calculators can help students create realistic repayment strategies based on expected salaries. A thoughtful approach to borrowing supports both educational and emotional well-being.

The Emotional Burden of Debt: Mental Health Matters

Financial decisions also carry psychological weight. Studies show clear links between student debt and increased anxiety, depression, and cognitive stress (Walsemann et al., 2015; Bergland, 2023). These effects are especially pronounced among underserved or first-generation students, who may feel additional pressure or lack support systems (The Education Trust, 2023).

Acknowledging the emotional dimension of debt is essential. Colleges increasingly offer financial wellness workshops, counseling services, and mentorship programs that address both fiscal and mental health needs. Seeking help is a sign of strength. Education should empower, not overwhelm—and maintaining mental well-being is part of making the most of the college experience.

National Trends in Student Loans and Repayment

Understanding national patterns helps students place their personal finances in context. As of mid-2025, Americans owe approximately $1.8 trillion in student loans, but the majority of borrowers owe less than $25,000 (Education Data Initiative, 2025; Board of Governors of the Federal Reserve System, 2025). Repayment often extends beyond 10 years, especially for those using income-driven plans or returning to school.

Despite these long timelines, many borrowers successfully manage their payments. Federal policies such as the SAVE Plan offer income-based payment caps to support financial stability (Bergland, 2023). Students who complete their degrees and stay informed about repayment options tend to experience better outcomes.

Conclusion: A Call to Thoughtful Action

Financial awareness is not about fear; it is about empowerment. For college-bound students, developing a plan for paying for school is an investment in peace of mind. By approaching FAFSA season with curiosity, self-advocacy, and informed support, students can make decisions that serve both their academic dreams and their long-term well-being.

Part 2 of this series will explore how to make the most of college through career development, mentorship, and skill-building experiences that amplify the return on educational investment. Until then, students are encouraged to keep asking questions, seeking support, and remembering that taking ownership of their financial journey is a powerful form of self-leadership.

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About the Author: Dr. Jessica Henlon holds a Ph.D. in Psychology with a specialization in Education. She is an Education Contributor for Florida National News. Dr. Henlon can be reached at Education@FloridaNationalNews.com or book.jessicahenlon@gmail.com.

By Dr. Jessica Henlon | Education Contributor for Florida National News

“I learned to love myself unconditionally because I am a queen.”
“My worth is not determined by the price of my clothes.”
“When I look in the mirror, and the only one there is me, every freckle on my face is where it’s supposed to be, and I know my creator didn’t make any mistakes on me.”

These lyrics from India Arie’s Video played through my car speakers one morning, and I felt both gratitude and conviction. They reminded me that in a world constantly measuring us against impossible standards, self-worth must be cultivated from within. For students, professionals, and leaders alike, the ability to speak affirmations over ourselves is not simply an exercise in positivity. It is a practice that protects against the quiet yet powerful force of imposter syndrome.

Understanding Imposter Syndrome

Imposter syndrome, also known as the “impostor phenomenon,” occurs when capable individuals doubt their competence and fear being exposed as frauds, despite evidence of success (Clance & Imes, 1978). It is prevalent among students, women in leadership, and professionals transitioning into new roles. Recent reviews confirm that racially and ethnically minoritized individuals often experience imposter feelings at higher levels, given systemic inequities and cultural barriers that can compound self-doubt (Cokley et al., 2024).

Imposter syndrome goes beyond a fleeting feeling; it is tied to perfectionism, anxiety, and diminished self-efficacy. Pákozdy et al. (2023) found that university students experiencing higher levels of imposter phenomenon also reported lower happiness and weaker beliefs in their ability to succeed. This matters because self-efficacy is a cornerstone of persistence in both education and career development (Bandura, 1986; Sun et al., 2025).

The Role of Positive Self-Talk and Affirmations

If imposter syndrome tears at self-belief, positive self-talk stitches it back together. Affirmations are more than inspirational words; they are grounded in neuroscience. Kim et al. (2021) found that positive self-talk during cognitive tasks altered brain connectivity in ways that improved focus and performance. Similarly, self-affirmation activates brain systems tied to reward and self-related processing (Cascio et al., 2016). These findings align with meta-analytic evidence showing that self-affirmation interventions in education improve resilience and performance (Escobar-Soler et al., 2024).

What we say to ourselves matters. Internal dialogue shapes our motivation, our identity, and even our physiological stress responses. In professional settings, leaders who engage in affirmations are more likely to embody authenticity and confidence, creating environments where others feel empowered to do the same.

Lessons from Education and Leadership

In healthcare education, interventions addressing the imposter phenomenon, such as reflection groups, mentorship, and affirmation practices, have improved students’ well-being and normalized asking for help (Siddiqui et al., 2024). A comprehensive review across medical undergraduates and professionals further confirmed that imposter syndrome feelings directly impact well-being, yet targeted support can significantly reduce their adverse effects (Chua et al., 2025).

My research on first-generation college students found similar themes (Henlon, 2025). Participants described how virtual extracurricular activities provided affirming spaces where they could test their leadership skills, hear encouragement from peers, and reframe self-doubt into persistence. They consistently described these experiences as critical to their motivation and success. In other words, belonging and affirmation were not optional supports. They were essential.

Moving Boldly and Standing Firm

India Arie’s song is more than music. It is a declaration that self-worth is not external, but deeply rooted in identity, resilience, and purpose. Positive self-talk is how we reinforce our worth when life tests us. For students and professionals navigating unfamiliar territory, affirmation can be the difference between retreating and moving boldly forward.

Call to Action

For individuals: Practice affirmations daily. Remind yourself, “I am capable, I am prepared, and I belong in this space.” Small shifts in internal dialogue can dismantle years of negative self-talk.

For institutions: Build cultures that affirm and support. Create mentorship systems, normalize discussions about imposter syndrome, and integrate affirmations into leadership and wellness programming.

For communities: Celebrate authenticity. When we honor one another’s unique paths, we replace comparison with collaboration and imposter feelings with inspiration.

“Go on and love yourself, ‘cause everything’s gonna be all right.” – India Arie

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About the Author: Dr. Jessica Henlon holds a Ph.D. in Psychology with a specialization in Education. She is an Education Contributor for Florida National News. Dr. Henlon can be reached at Education@FloridaNationalNews.com or book.jessicahenlon@gmail.com.

By Dr. Jessica Henlon | Education Contributor for Florida National News

Walking through quiet campuses this August: Purdue Fort Wayne, Indiana Tech, the University of Indianapolis, Butler, and IU Indianapolis, I found myself reflecting on what signals true student belonging. It wasn’t just the buildings or new labs. It was the career closets tucked inside student centers, the mandatory study halls for athletes, the bulletin boards overflowing with club flyers. Each of these details spoke to a more profound truth: belonging is designed into the student experience.

Preparing Students for Careers and Confidence

At Purdue Fort Wayne, I walked by signs for the Mastodon Career Closet, where students can borrow free professional attire for interviews. Similar initiatives at Indiana Tech and UIndy included career advising and internship pipelines that connected students directly to local employers. These resources matter because research shows students who receive early guidance are more likely to persist and complete their programs (Bailey et al., 2015; Jenkins & Lahr, 2022).

Supporting Student-Athletes Beyond the Game

At IU Indianapolis and Indiana Tech, athletes must complete supervised study hours, while Butler ties academic check-ins to weekly study tables. This proactive approach support athletes succeeding in the classroom as well as on the field. Research confirms that structured accountability, such as mandatory study halls where student‑athletes work with advisors to set specific goals, enhances self-regulated learning and strengthens academic persistence among athletes (Schwartz, 2018).

Creating Safe and Supportive Spaces

Every campus I visited had visible safety signage, such as emergency call boxes, and centrally located counseling centers. These visible markers of care make families feel reassured and give students the confidence to engage fully in their education.

Engagement That Sparks Connection

From robotics clubs to cultural associations, bulletin boards across the campuses advertised countless ways to belong. Bandura’s Social Cognitive Theory (1986) reminds us that students learn from observing peers; when students see others involved, they are more likely to engage themselves.

The Research Connection

My dissertation (Henlon, 2025) found that online first-generation students described virtual extracurricular spaces as vital to their sense of belonging and persistence. These findings mirror what I saw in Indiana: structured opportunities for connection build confidence and motivation.

A new study by the Community College Research Center supports this. Lahr et al. (2025) found that while most incoming students felt “certain” about their first-choice major, many were still considering multiple careers at once. Without clear support, students defaulted into general studies programs with weak labor market outcomes. But with visible guidance—career centers, advising, and tutoring, students were more likely to choose programs aligned with their long-term goals.

“Belonging is not optional. It is foundational.”

Call to Action

Families: when you visit campuses, look for signs of belonging. Where are the tutoring labs? Are career services visible? Do bulletin boards reflect a range of student interests? These details matter.

Institutions: design intentionally. Invest in high-impact supports, career programming, tutoring, mentorship, and make them visible. Students who feel seen and supported are more likely to stay, graduate, and lead.

Belonging makes the difference, not just for students but for the communities they will one day serve.

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About the Author: Dr. Jessica Henlon holds a Ph.D. in Psychology with a specialization in Education. She is an Education Contributor for Florida National News. Dr. Henlon can be reached at Education@FloridaNationalNews.com or book.jessicahenlon@gmail.com.