Things can get messy when a student enrolls in a gap year program but actually needs a therapeutic program. The two are not synonymous. This article is intended to help independent educational consultants (IECs) understand the fundamental differences between therapeutic and gap year programs, and when it is appropriate to consider each based on a student’s specific situation.
According to the American College Health Association’s Spring 2024 report, the most common mental health struggles for young adults include ADHD, anxiety, depression, post-traumatic stress disorder (PTSD), eating disorders, insomnia, obsessive-compulsive related disorders, and autism spectrum. Treatment for substance use disorders (SUDs) also brings students to therapeutic programs. Students with milder mental health issues can usually fit into the approach of structured gap year programs, as long as the student is fully transparent about their condition and treatment plan. On the other hand, a student who truly needs ongoing therapy may not be a candidate for a traditional gap year program.
Therapeutic Programs
A “therapeutic program” can look like a lot of things, but put simply, such programs are for students who need therapy. A program becomes “therapeutic” when there is a therapist and/or clinical staff working with students. The frequency, modality, and duration of therapy vary based on the presenting issues of each student.
Students choose a residential treatment program (the highest level of care) and/or a transitional program (e.g., a community-integrated program offering mid-level care) to get the therapeutic support they need. Determining the level of care that a young adult could benefit from is assessed through a combination of objective and subjective factors, especially the extent to which the situation is at emergency level.
Similar to gap year programs, therapeutic programs range in duration. Residential therapeutic programs typically run between 30 and 90 days, depending on the client’s clinical needs and insurance coverage. (Insurance tends to support a shorter timeline for therapeutic programs.)
With a minimum of three months, a transitional program will typically see a range in length of stay around six to nine months, with the young adult seeing a decrease in therapeutic support and an increase in independence, self-sufficiency, and autonomy at each two to three month step. The idea behind a transitional program is to see a titration of care and ultimately phase out entirely of being in a program and/or having any therapeutic support needs.
For students attending a therapeutic program after high school or during college, the end goal is to see healthier functioning so that they can attend college for the first time and/or reenter after a break. Specific goals include learning new healthy coping skills, having months of sobriety, and developing healthier responses to stress and anxiety. If the end goal is to prepare a student for college, then that’s the therapeutic focus. Mental health struggles don’t disappear—students develop skills to manage them more effectively.
Gap Year Programs
Gap year programs consist of structured and semi-structured experiences, usually lasting six to 12 weeks, with a peer cohort, trained program educators, and housing. These programs, based both in the United States and abroad, offer a variety of experiential educational experiences focusing on cultural immersion, language skills, volunteer work, and different types of skill-building. The majority of international gap year programs have a balance of immersion, service, and adventure.
Students participate in gap year programs for many reasons. These include improving maturity, boosting confidence, especially with groups, developing independent decision-making, and gaining other life skills. Sometimes the goal is simply to travel, experience different cultures, learn a language, or try something new.
Students on these programs may have mental health issues such as ADHD, anxiety, depression, and OCD. Some may be on the autism spectrum. A lot of young adults have a baseline level of anxiety. Not everyone needs a therapeutic program, and if a student can manage their anxiety without therapeutic support, then exploring gap year programs makes sense.
A number of factors help determine whether a student with mental health challenges can be accommodated by a gap year program:
- Weaning off therapy: Beginning a few months before the program starts, can the student effectively wean off regular therapy appointments?
- Ability to self-administer medications: The student must be able to stay on their regular medication schedule without assistance.
- Adaptability: Can the student be flexible and adapt to changing circumstances? Surprises happen in these programs—all the time! Students who require a high level of routine may be challenged when away from the familiarity of their home situation.
- Adequate communication and social skills: For group programs, students must be able to interact effectively with others in their cohort. This can be challenging for some neurodivergent students.
- Level of program supports: Students with mental health challenges need responsible adults on call, some structure, and often a higher level of one-on-one mentoring. “Semi-structured” programs, which have fewer built-in supports, are typically unsuitable for these students. (Note: Accredited gap year programs are required to have a mental health professional on call 24/7.)
- Wi-Fi availability: When students will need to be in touch with their parents or therapist while away from home, how accessible are communication networks? Some gap year programs have stricter “no phone” policies and/or may not have adequate connectivity throughout the program.
- Transparency: The student must be open about their diagnosis and committed to full disclosure and candid discussion during the program application process. There are times, for example, when programs will ask to reach out to a student’s therapist for additional information.
Summary
There are very few gap year programs that are truly wellness-based and/or supportive for students who need therapeutic support. In most cases, students with mental health challenges must choose between a true therapeutic program and a structured gap year program that is willing to accept the student based on their diagnosis and ability to self-manage. So how do families know which direction to take? This is where it’s helpful to hire a professional to help navigate the choices and find the right resources for the student!
By Katherine Stievater, IECA Professional (MA) and Joanna Lilley, IECA Professional (MI)
Image courtesy Gap Year Solutions