Abstract
Career development promotes the development of key life skills, allows students to discover opportunities, connects school to work, encourages collaboration, and is instrumental in preparing students for postsecondary success. Despite this, many elementary educators struggle to seamlessly integrate career development activities into curricula. This paper will explore how to strengthen students’ foundational career skills, offer suggestions and resources on how to seamlessly integrate career development into elementary curricula, and how to celebrate and share student learning as elementary students discover their personal, career, and/or educational aspirations.
Many of today’s elementary students will enter careers that are yet to exist due to a rapidly changing job market. The green transition, technological change, and changing consumer expectations are all generating demand for new jobs across industries and regions (Di Battista et al., 2023). Now more than ever, career development must start early to prepare workers of tomorrow for the ever-changing world of employment and enable students to develop the skills necessary to become active decision-makers in their own lives (Broom, 2023; Magnuson & Starr, 2000). Elementary teachers serve a critical role in guiding students through their first career awareness activities, which can significantly influence students’ vocational identity and future career readiness (Howard et al., 2017). Super’s five stages of career development—Growth, Exploration, Establishment, Maintenance, and Decline—emphasize that career awareness should begin early (Wehmeyer et al., 2019). Elementary teachers can lay the groundwork for lifelong career development by connecting the concepts they teach to future career opportunities and allowing students to explore their strengths, interests, and abilities. Career awareness starting in elementary school can shape students’ career aspirations and solidify the link between education and future success (Pulliam & Bartek, 2018).
Despite years of research supporting theoretical early career development, many elementary school educators rely on curricula that lack seamless integration of career awareness activities (Howard et al., 2017; Pulliam & Bartek, 2018). This gap results in students missing opportunities to begin developing a clear understanding of the world of work and how their academic efforts relate to future career possibilities. Students may struggle to make informed career decisions and connect what educators teach in school to their future career aspirations, which could impact their academic motivation and long-term career success (Bartholomew et al., 2015). Integrating career development activities at the elementary level solidifies the connection between academic achievement and future endeavors for students (Akos et al., 2007; Bartholomew et al., 2015; Clemens et al., 2010; Turner & Lapan, 2012).
Additionally, elementary school is a critical period for students to foster self-awareness and vocational identity. Self-awareness allows students to learn about their strengths and needs (Lackaye & Margalit, 2006), develop personal goals, understand the support systems available to them, and be realistic about the skills they need to build to achieve those goals (Wehmeyer & Palmer, 2002). Though much of the existing literature focuses on students with disabilities (e.g., Test et al., 2009; Wehmeyer et al., 2019), the strategies for fostering self-awareness and vocational identity are essential for all students starting in elementary school. Wehmeyer and Palmer (2002) specifically address early elementary-age students in their work on the Self-Determined Learning Model of Instruction, which demonstrates the importance of fostering self-determination and self-awareness from a young age. The principles discussed by Wehmeyer can be applied inclusively to both students with and without disabilities in elementary education. The process of becoming self-aware, coupled with learning who you are and how you fit into the world of work, leads to the formation of one’s vocational identity. During this time, students are developing their self-concept, forming an understanding of the world of work, and developing career beliefs and aspirations (Mariani et al., 2016).
The above reasons, and more, showcase the urgent need for elementary educators to incorporate career development into elementary school curricula to ensure students are well-prepared for future educational and career aspirations. This paper explores the positive impact career development at a young age has on students’ vocational identity and foundational career skills while offering high-quality strategies and innovative ideas to support the integration of career development activities into an elementary education system.
Theoretical Underpinnings of Career Development in Elementary Education
While many notable career development theories exist, Super’s Career Development Theory embodies a holistic approach and highlights the individualized and continuing life-career development process (Patton & McMahon, 2006; Super, 1980). Super’s Career Development Theory suggests that our identities, including career identities, come from how we see ourselves. In the Growth stage (birth–14 years), we develop a sense of self, attitudes, and a basic understanding of work. During Exploration (15–24 years), we try different classes, jobs, and hobbies, make tentative choices, and develop skills. In the Establishment stage (25–44 years), we focus on building entry-level skills and gaining steady work experience. During Maintenance (45–64 years), we make continuous adjustments to improve our position. In the Decline stage (65+ years), we reduce work output and prepare for retirement (Super, 1957; Wehmeyer et al., 2019).
Despite the distinct stages of the theory, Super emphasizes that career development is not linear and that individuals’ abilities, interests, gender, personality, family, geography, life roles, and opportunities change over time (Kosine & Lewis, 2008). Patton and McMahon (2006) noted that Super’s multi-dimensional approach to career development “… changed the focus of career choice from that of a static point-in-time event to that of a dynamic process where career development was viewed as an evolving process of life” (p. 32). Individuals continuously change their self-concepts and career identities based on the unique interactions, challenges, and transitions that they experience throughout their lives and work. This continual act of change and reflection increases self-concept, self-knowledge, knowledge of society, and knowledge of careers (Nazli, 2007).
Educators can introduce elementary students in the Growth stage to a variety of occupations through family, school, and communities to begin developing students’ career or vocational self-concepts. As students progress through elementary school and Super’s Growth stage, they develop an awareness of themselves and the world of work, explore and identify careers that fit their skills and interests, choose and generate a plan for achieving their desired career, develop and refine essential work-related skills, and implement these skills in order to obtain their job of choice.
During the Exploratory stage, students engage in experiences that aid in developing their vocational identity by investigating careers, engaging in educational training and apprenticeships, and other work-related experiences. They learn about themselves, their interests, and their abilities, furthering the development of their self-concepts. According to Super, individuals apply what they learn through the Exploratory process by matching their interests and abilities to occupations and applying their self-concepts to both work and life roles. While Super’s transition from Growth to Exploration is not linear, per se, it does imply that students will have at least started one stage before moving on to the next. Newer theories, such as Savickas’ Career Construction Theory (2005), suggest these career components are built off one another, and individuals construct their careers through their occupational experiences. The central premise of Career Construction Theory is that “careers do not unfold; they are constructed as individuals make choices that express their self-concepts and substantiate their goals in the social reality of work roles” (Savickas, 2005, p. 43). Through this, life themes emerge as constructions that guide, regulate, and sustain occupational choices and career behaviors. This construct allows individuals to adapt and navigate these stages while simultaneously constructing their careers, highlighting the importance of starting at a young age, regardless of student abilities (Wehmeyer et al., 2019). The two theories weave an intricate path to understand the hows and whys of the career process. The core of these, and other, career theories, however, is the same: an effort to explain the “evolving sequence of a person’s work experiences over time” (Arthur et al., 1989, p. 8) and to show the importance of starting at a young age (Wehmeyer et al., 2019).
Current Practices in Elementary Career Development
In today’s rapidly evolving world, the combination of increasing speed in technological developments, new business models, expanded globalization, and increased demands for productivity, creativity, and flexibility showcases the need for fostering effective career development at an earlier age (De Vos et al., 2021). This process begins with engaging educators, students, and families in ongoing discussions about careers, employment, and postsecondary education, starting at the elementary level and continuing throughout high school (McFarlane & Guillermo, 2020). During these years, students discover their interests, values, talents, and skills that are applied to the world of work as part of becoming future-ready (Cerrito, 2023). Students also start to eliminate specific vocations and develop career aspirations based on gender and social appraisals of professions by the time they reach fifth grade (Auger et al., 2005). “Viewing career development as an event rather than a process sets up students for failure as many students have not developed the developmental precursors required for effective educational and career planning” (Niles & Harris-Bowlsbey, 2022, p. 306, as cited in Cerrito, 2023). Therefore, it is essential for career development programming to occur across all levels of development within schools, beginning at the elementary level. Despite the recognition of elementary career development laying the foundation for future career decision-making (Helwig, 2004; Magnuson & Starr, 2000), career education remains disconnected and sporadic across elementary education (Gomez, 2014).
Current practices in elementary career development focus on introducing students to a wide range of career options to help them understand the connection between their education and future careers. Yet the goal of elementary-level career awareness should be much broader and more dynamic, providing a foundation through the gaining of knowledge and information to form vocational interests. Elementary schools can effectively begin this process by embedding career awareness (Growth) activities into the curricula. Career awareness introduces students to the world of work and helps them discover a variety of careers and the postsecondary education necessary for those careers (Ross et al., 2020). It broadens students’ choices by examining a wide range of industries and career options that may match a student’s interests and aptitudes. An example that is often seen in elementary schools is a career day (see Table 2). Based on Super’s developmental tasks and concepts of the Growth stage, a career day is conducted to expose students to numerous career possibilities and to begin connecting their schoolwork with their future career paths (Brown-Huston & Wilkerson, 2014). Since the inception of career days, elementary schools have shown positive improvements in students’ career awareness, self-efficacy, and school engagement (Brown-Huston & Wilkerson, 2014).
Positive career development experiences (such as career days, guest speakers, and field trips) in elementary school provide a foundation for further development in later years (Howard et al., 2017). However, elementary educators often struggle with moving beyond career awareness activities due to knowledge, time, and competing priorities (Evans, 2020), and there is an inconsistency in evidence-based resources, training, and support for teachers to effectively learn and deliver career development curriculum (Knight, 2015). Many elementary career development programs are underutilized or poorly integrated into the standard curriculum (Nazli, 2007) and often lack structure and depth, leading to uneven implementation and effectiveness (Evans, 2020; Nazli, 2007).
While guidelines and strategies exist for incorporating career development into elementary practices, they are often reserved for school counselors. School counselors may provide short-term career exploration opportunities or basic-level presentations about common occupations to familiarize students with career options and help them to reflect on personal interests. Ongoing programs that expose elementary students to a spectrum of career choices and foster a vision of future vocational success, however, are rare (Gomez, 2014). Additionally, only half of the states in the U.S. mandate school counseling K-8th grade (ASCA Position Statements, 2020). Within the states that do have elementary school counselors, the counselors spend significantly less time on career development than academic or social-emotional development (Antcil et al., 2012). The combination of a lack of elementary school counselors and the devalued view of career development creates a perpetuated cycle of elementary career development being a lower priority (Evans, 2020). To compound it even further, rarely are these practices coordinated with families, teachers, and community partners and streamlined into the curriculum. The lack of developmentally appropriate career development has left students feeling unprepared and uninformed about their postsecondary options (Mariani et al., 2016). Therefore, there is an urgent need for elementary educators to incorporate career development into elementary school curricula to ensure students are well-prepared for future educational and career aspirations. The remainder of this paper will highlight core recommendations to enhance foundational career skills, move beyond career awareness activities, incorporate career development into everyday practice, and celebrate and share student learning at the elementary level.
Enhancing Foundational Career Skills
Recommendations for Career Development Integration.
Foundational career skills aimed at elementary-age students include learning how to complete a task, meet deadlines and responsibilities, and utilize technology. Students in this age group need to learn about work ethic, problem-solving, creative thinking, and organization (Zinth, 2018). The World Economic Forum’s Future of Jobs Report 2023 notes that analytical thinking and creative thinking remain the most important skills for workers in 2023 (Di Battista et al., 2023). Through the direct and indirect teaching of foundational career skills, students begin to discover developmentally appropriate self-determination and social skills that can be applied to their daily lives and future work experiences. These skills are developed along a continuum of complexity that spans a lifetime and should begin at the elementary level (Papay et al., 2015).
Examples of Building Career Development into an Elementary School Day.
Schools can encourage foundational career skills at the systems level by working with businesses in the community to organize events such as an online or in-person career day where employers in various industries visit the classroom to discuss the soft and technical skills needed for their industries. Another option is to ask an employer to virtually host a job shadowing or field trip event where the students can explore one large setting, such as a hospital, hotel, or farm, to learn about multiple positions and the essential skills needed for success (see Table 2). Students can then return to the classroom to complete a writing, art, or presentation activity corresponding to what they learned.
Additionally, foundational career skills can be promoted through a combination of at-home and at-school activities. Educators can task students with documenting the skills they see people performing while at work in their neighborhood or when running errands with family members. For example, what foundational and technical skills do various neighborhood workers demonstrate (barista, grocery stocker, auto mechanic, postal worker, etc.)? Slavin et al. (2009) have found that if technology is integrated into the pedagogy of elementary students, it can act as a powerful tool to engage them in meaningful activities and hence lead to high learning effectiveness (see Table 1; Chung-Ho & Ching-Hsue, 2013). Knowing this, students can then digitally create artwork showcasing the different positions they discovered, and the skills used in those positions, thereby merging career exploration and art and technology skill development. With permission, students can record video interviews with family members and ask them pre-selected questions about skills they need to be successful along their career paths and then share the compiled videos with their classmates. Students and families can also volunteer together. Students can begin the volunteer search online with assistance from their teacher and then complete the volunteer activity, such as a food or clothing drive, community clean-up, or time at an animal shelter, with a family member. By engaging in these activities, students will simultaneously learn about themselves and how they fit into their community and develop foundational career skills (see Table 1). Students can report on their experience, and teachers can keep a running list of volunteer experiences so other students and families can participate, too. Additionally, elementary educators can access online K-12 career curricula, and families can support continued learning by visiting the websites at home. By incorporating foundational career skills into career development activities at an early age, students begin to form a foundation of modeling professional behaviors and demonstrating readiness for postsecondary education and careers.
Moving Beyond Career Awareness Activities
Once students grasp the concepts of career awareness and foundational career skills educators, families, and community organizations can introduce career exploration (see Table 1). Career exploration activities allow students to build on the knowledge and information obtained through career awareness experiences and begin processing knowledge about themselves, their skills, and aptitudes in relation to work-related tasks (Magnuson & Starr, 2000). While career exploration is often reserved for middle-school and high-school-age students, career exploration during the elementary years allows students to deepen their understanding of the world of work by directly engaging in workplace skills with industry professionals at an earlier age. Elementary schools can provide career exploration activities such as community service projects, job shadowing, mentoring, and school-based enterprises (see Table 2). These activities can take place in school or after school, in the community, virtually, or using a combination of settings (Cahill, 2016). Through these career exploration activities, students are provided with hands-on learning opportunities, the chance to take on new roles and responsibilities, and, therefore, begin developing the skills needed to create social and professional networks (Ross et al., 2020). Intentionally engaging students in these activities provides crucial opportunities for students who have been historically marginalized and who may have limited access to career resources and social capital (Travis, 2020).
For lower elementary students (K-2), an example of a grade-wide career exploration activity could include a “big truck day” where different industries visit the school parking lot, and students can explore the trucks and learn more about the positions at each organization (e.g., construction, emergency vehicles, farm equipment, etc.). Whereas, for upper elementary students (3–5), a grade-level career exploration activity could include students completing a “hopes and dreams” activity—detailing their plans for a future career using a combination of paper materials, such as markers and poster board, and technology materials, such as a graphic design program or Google images. Students’ artwork can then be displayed in the hallway for other classes to see and learn from their experiences.
Incorporating Career Development Into Practice
It is important to integrate career development into the entire educational curriculum. Career development should not be a standalone feature in schools and can easily connect with subjects such as reading, writing, English Language Arts (ELA), math, social studies, and science (Cerrito, 2023). Test et al. (2009) found that successful post-school outcomes can result from the implementation of career development in elementary schools. Although this work primarily addresses students with disabilities, the foundational concepts of vocational identity and career awareness can be applied broadly to elementary education context. By doing this, educators support inclusive approaches that benefit all students, with and without disabilities.
A coordinated approach to teaching and learning activities explicitly aimed at career education has not been regularly integrated into elementary school curricula (Papay et al., 2015), and a lack of evidence-based resources and implementation procedures continue to add to this challenge (Knight, 2015). As a result of their training, school counselors are uniquely qualified to lead the charge in this effort to create a sustainable and engaging career development program that extends throughout the elementary curriculum by educating and coordinating with the rest of the elementary team (Niles & Harris-Bowlsbey, 2022). Yet low rates of school counselors (50%) make enacting this effort difficult, leaving career development education fragmented (ASCA Position Statements, 2020; Gomez, 2014; U.S. Department of Education, 2023).
Once educators understand that self-awareness and identity exploration are tied to career development, they can more easily make connections between elementary curriculum and career options (see Table 1; Cease-Cook et al., 2015; Porfeli & Lee, 2012). Explicitly connecting academic concepts to the world of work makes learning relevant, increasing both knowledge of self and careers (Pulliam & Bartek, 2018). This can be accomplished across content areas allowing students to connect what they learn with how it will be used in their future careers. Some examples include asking the student to tell a story about how a school cafeteria employee uses math and ELA skills on the job, explaining why being able to tell time is important to an airline pilot, and integrating math and/or science concepts to plan and design a community garden or basketball court (New York State Education Department, 1996). When designing or adapting lesson plans that incorporate career development, elementary educators should not expect students to make decisions about a specific career and, therefore, should frame plans to develop self-awareness (Papay et al., 2015). Furthermore, integrating problem-solving skills, critical thinking, self-reflection on learning, and programs such as student-directed or student-involved parent-teacher conferences contribute to the development of foundational career skills.
By introducing career awareness and exploration activities in a variety of ways for various grade levels, educators can creatively merge academic content with career development and build on knowledge and skills over time (see Table 2). This systematic process, known as scaffolding, enhances learning and aids in the mastery of tasks (Hong Ng & Cheung, 2018). Through scaffolding, teachers can develop simple career awareness activities at the K-2 levels and then construct more complex and challenging career exploration activities for grades 3–5 (Cerrito, 2023). For example, younger students could complete a Career ABC activity where they quiz one another on jobs that start with each letter of the alphabet. As students’ progress in their age and skill level, they could expand on that activity by writing an interactive description of what they believe a day in the life of their dream job would consist of or, as a group activity, complete a true or false worksheet regarding a particular job using an interactive whiteboard. Comprehensive programming that is tailored to each grade level allows grade-level concepts to build upon each other and a career development curriculum to take shape (Cerrito, 2023).
In addition to individual activities, educators can develop group activities such as an in-building shadowing experience where the students visit different classrooms and offices around the school building and observe what the teachers, administrators, and school staff are doing. Once the observations are complete, students can create a video documenting their experience and detailing what they liked about each position, which can then be shared with the staff members who participated. To expand their self-awareness, students can reflect on which aspect of their favorite jobs they like most and which would be most challenging for them. Elementary educators can offer a range of career exploration activities to ensure students participate in and learn about a range of occupations and link that knowledge to teaching and learning. A more complex and hands-on activity could include students, with support from their teacher, developing a school-based enterprise (SBE) such as a school garden, a plant sale, a recycling program, a café, or a cookie store. All SBEs can be supported with technology by using word processing platforms to create permission slips to send home to families or flyers to spread around the school. Writing, editing, and technology skills can be incorporated into the SBE by having students design and record videos to be advertised on the school’s web platform. Students can then participate in an ongoing math lesson by discussing financial literacy and how it relates to the SBE. Science lessons can incorporate elements of the SBE as well. For example, learning the parts of a flower can connect to a school garden, and learning about the environment can connect to a recycling program. The Social Studies curriculum can also be linked to the SBE by exploring the different materials and resources needed to run the SBE and how those resources are transported from where they are made to the school. By developing intricate experiences, students can dive deeper into Exploration and career skills and be better equipped for future out-of-school experiences. All suggestions can correspond with online research, oral presentations, and writing assignments used to showcase the alignment of ELA, math, or science standards (Cease-Cook et al., 2015). The importance of integrating elementary career development into the total educational curriculum is essential as it serves as a foundation for building skills needed at subsequent developmental grade levels (Cerrito, 2023). When properly planned, career development can be seamlessly embedded throughout lesson plans while still ensuring students are meeting academic standards (see Table 1).
Celebrating and Sharing Student Learning
Throughout the school year, elementary educators and students should develop or expand on a portfolio to capture the knowledge and skills gained through career development activities (see Table 1). A portfolio can be as simple as a paper binder or as intricate as using a digital platform and can include items such as completed interest inventories, career posters, pictures from the SBE or volunteer experience(s) the student participated in, notes about the student’s preferred careers, and questions and answers from informational interviews. Lapan (2004) notes that written exercises, such as portfolios or workbooks, help students process career development activities and gain a deeper understanding of their vocational goals. Encompassing documentation of each activity, portfolios follow the student and their career awareness journey from the beginning of the year to the end, show how they have grown as individuals, and move with the student to the next grade level. This seamless transition ensures students continue developing their personal, career, and/or educational aspirations.
Discussion
Historically, career development research has focused on middle and high school years (Pulliam & Bartek, 2018). It is therefore important to note that there are a limited number of evidence-based practices specific to the elementary years. At the same time, there have been shifts in attitudes regarding career paths, with the concept of lifetime employment at a single job or even a single career being a thing of the past (Broom, 2023). The World Economic Forum’s Future of Jobs Report 2023 predicts rapid changes in employment requirements, with half of the workers’ core skills needing to be updated every five years, and that to prepare for this rapid change, individuals must become lifelong learners (Di Battista et al., 2023). Neglecting this early learning stage of the career development process and attempting to fill in the gaps later in middle or high school leaves students at a disadvantage (Evans, 2020). Herr et al. (2004) found that many students who drop out of school in their teens drop out psychologically as early as third grade. Frequently, this occurs because students fail to form relationships between what is studied in school and what is experienced outside of school. Providing appropriate supports and opportunities in elementary school to develop foundational career skills allows students to successfully transition into meeting the needs of society post-graduation (Dougherty, 2013).
Understanding that foundational career skills and technology are interwoven and rapidly changing, educators should integrate technology-enabled learning into elementary career development (Trust, 2018). By merging foundational career skills, particularly problem-solving, critical thinking, and creative thinking, students will learn how to begin making informed decisions regarding technology use and technology-enabled learning that will be essential throughout their professional and educational careers (Jensen, 2018; Trust, 2018). Additionally, technology integration allows educators to connect career exploration to the world outside of the classroom and community. For example, a plant unit could integrate a virtual tour of the New York City Botanical Garden and discuss the different jobs and skills required to maintain the facility. While digital tools allow educators to connect students to the larger world, valuing and utilizing the local and regional contexts are equally important.
Elementary students need to be taught how to build and sustain connections with parents/guardians, teachers, supervisors, and community members who can help them develop and actualize career plans. Similarly, students can benefit from modeling by persons in career fields of students’ choice. “Individuals benefit by exposure to effective role models (e.g., someone currently working in an area of interest to them and/or an influential guest speaker) with whom the individual can identify with and learn from” (Lapan, 2004, p. 197). Early career exploration activities should serve to boost students’ self-confidence, and consideration of family and cultural background is critical when participating in career awareness at the elementary level (Papay et al., 2015). Working with the community can validate local cultural norms, family values, and economy. As individuals with their own histories and internal biases, educators must be mindful of the opportunities and skills presented to their students (Cologon, 2014). As part of early career skill development, students should learn to become their authentic selves, knowing that a myriad of careers are available to them. Therefore, they should see themselves reflected in a variety of professional settings, breaking down preconceived notions of possibilities.
Career development activities must cater to diverse interests, abilities, and cultural and family backgrounds. At the same time, parents and guardians can also pass on stereotypes and biases about careers to their children (Birk & Blimline, 1984). Therefore, career development interventions for younger children should include key figures (role models) who expand students’ views of career opportunities so that they are not limited by social or gender stereotypes. By offering a wide range of activities through an intentional and coordinated effort across elementary staff that engages families and community organizations, all students can be provided opportunities to explore various careers and develop relevant skills. Incorporating these practices into elementary education will benefit students in the present and equip them with the essential skills and knowledge to make informed career decisions in the future. By starting early and integrating career development seamlessly into the curriculum, educators can help students become more self-aware, confident, and well-prepared for the ever-evolving world of employment. This approach contributes to the broader goal of producing an academically proficient workforce that is ready to thrive in their careers and personal lives.
Implications for Practice
This paper emphasizes the central role elementary education can play in career development, given teachers’ willingness and skill to do so. Unfortunately, this specific area of childhood career-related learning remains relatively unexplored (Evans, 2020; Pulliam & Bartek, 2018). To enhance understanding and support evidence-based practices for foundational career skills, this paper aims to provide career-related teaching tools for elementary school teachers by synthesizing theory and current studies. It is also important to note that elementary school teachers may not have the experience, tools, or confidence to implement quality early career development practices. By integrating elementary career development into pre-service curriculum and providing additional professional development opportunities, such as training and coordination with school counselors, more teachers will successfully implement the practices discussed in this paper. To this end, it is also crucial for researchers to expand their work into elementary career development so that educators have numerous evidence-based innovations to choose from, depending on their community and school context.
Conclusion
Career development is instrumental in preparing students for postsecondary life. It promotes the development of key life skills such as self-determination, goal-setting, self-awareness, and self-advocacy skills, allowing students to discover an array of opportunities, feel inspired and motivated, and connect school to work, simultaneously encouraging collaboration among students, families, schools, and communities. Career development has been designed to promote personal and social awareness, as well as career exploration and career decision-making (Kenny, 2013). It is instrumental in helping students develop an overarching sense of purpose beyond decision-making or preparation for a specific career, a key skill when considering the changing future of jobs (Di Battista et al., 2023; Kenny et al., 2019). As expressed throughout this paper, it is essential to prepare students at younger ages for college and career readiness (ACT, 2013; Arrington, 2000). Lack of planning often limits postsecondary options as students transition out of high school, effectively limiting or eliminating career choices, resulting in lower pay and fewer opportunities (Arrington, 2000; Kolbert et al., 2016).
By providing structured career development experiences, elementary students gain an increased awareness of the connection between their current learning and future career satisfaction, positively influencing graduation rate and postsecondary education (Travis, 2020). By strategically integrating career development into the elementary classroom, elementary educators have the opportunity to increase students’ career development at a younger age, thus resulting in positive postsecondary outcomes.
Footnotes
Declaration of Conflicting Interests
The author(s) declared no potential conflicts of interest with respect to the research, authorship, and/or publication of this article.
Funding
The author(s) received no financial support for the research, authorship, and/or publication of this article.
