During my early years as Associate Director of Admissions at the University of Pennsylvania, I spent each fall traveling across the United States and abroad speaking with students and parents. I would leave my office in College Hall on the Penn campus  for up to two months, meeting high schoolers in their cafeterias at lunchtime and again in their local libraries or hotels that same evening. At that time, applications were typed or handwritten, and most students applied to just seven or eight colleges. In an entire decade, I could count on one hand the number of 9th or 10th graders I met at each session. They were usually dragged along with their older siblings to the evening presentations, looking bored and uncomfortable, hoping that the desserts waiting at the end of the evening would make it worth their time.

Things have changed dramatically. With the Common Application, test-optional policies, Early Decision options, and the ability to apply to dozens of schools with relative ease, students today face both more options and far more pressure, and school counseling offices have not expanded at the same pace as student demand. As a result, families often find themselves in “crisis mode” by junior year.

Starting early, not for the sake of early competition, but for healthy exploration can make all the difference. Early engagement gives students the space to ask: Who am I as a learner? Who am I becoming as a person? These questions are at the heart of what colleges want to understand.

In the past, students applied to a handful of coleges. Today, thanks to the Common App and expanding early decision options, students apply to many more schools – driving competition to historic levels.

Here are five essential strategies to begin the journey thoughtfully in 9th and 10th grade.

1. Build Academic Momentum, Not Pressure

Asking students, “What do you want to major in?” too early can unintentionally narrow their thinking. In middle school and early high school, students are learning what excites them academically and what they’re naturally good at, but they’re also discovering areas that challenge them or spark curiosity.

Admissions committees are not looking for young teenagers who have their futures mapped out. They are looking for students who make thoughtful choices, show growth, and aren’t afraid to challenge themselves.

• Encourage students to take classes that genuinely interest them, even if they aren’t getting the highest grade yet.
• Help them build strong study habits early, such as time management and reading strategies.
• Encourage reading habits and reflective writing, which not only support academic performance but prepare students to write stronger college essays. 
• Explore learning assessments (not test prep) to understand how your child learns best to help them gain classroom confidence on an ongoing basis away from standardized testing pressures.

Learning how a student learns can make a profound difference later, especially when test prep and major projects start piling up. The goal at this stage is to build confidence, curiosity, and skills that make junior year manageable, not overwhelming.

Accepance rtaes at ultra-selective colleges are now in the single digits, with Early Decision acceptance rates often 2-3x higher than Regular Decision. Early planning is now part of admission strategy, not ambition.

Families often feel pressure to curate a résumé of activities, but early high school should be about authentic discovery. I’ve seen students stick with extra-curriculars simply because they’ve “always done them,” even when their interest has shifted. True engagement comes when students feel free to explore.

For example, a student who has played soccer since fifth grade might discover debate, coding, or theater during 10th grade. Likewise, a summer program, internship, or hobby could spark a new direction that eventually becomes meaningful.

How parents can nurture this period of discovery:

• Support your student in trying new clubs or leaving behind activities that no longer resonate.
• Emphasize learning and enjoyment over titles and leadership roles – those will come naturally if the interest is genuine.
• Reflect together on what feels exciting and what feels obligatory.

By starting early, students don’t feel “trapped” into long-term commitments they’ve outgrown. They have time to discover passions that may ultimately shape their college essays, recommendations, or academic paths.

Selective colleges seek applicants whose interests evolve naturally over time. Early exploration gives students the chance to build genuine commitments, instead of rushing to “look impressive” later.

In our admissions committee discussions, we talked often about authenticity. Could we see who the student really was? Did their application reflect genuine curiosity and growth, or a persona built to impress? After reading tens of thousands of files, admissions officers develop an excellent radar for authenticity.

Starting early allows students to develop interests and relationships organically rather than rushing in 11th grade to “become” someone for college.

Parents can cultivate authenticity by:

• Valuing effort, curiosity, and resilience over external achievements.
• Encouraging intrinsic motivation, not chasing what “looks good.”
• Supporting healthy changes in direction that reflect genuine growth.

Authenticity isn’t a strategy, it’s the outcome of a student being supported to develop their identity thoughtfully, not performatively.

4. Strengthen Relationships With Teachers and Counselors

Thoughtful recommendation letters don’t result from the highest grades, they result from meaningful connections. Teachers write best about students who engage, ask for help, take intellectual risks, or show resilience.

These relationships take time to form, which is why early high school is so valuable.

Parents can help by encouraging students to:

• Ask questions and seek clarity when they don’t understand.
• Participate actively, even in classes that aren’t their strongest subjects.
• Visit teachers during office hours to discuss your progress and to ask questions about the material.
• Share emerging goals with counselors early, so that there is not a rush when the application season begins.

Recommendations that reflect character, curiosity, and growth are far more compelling than generic praise for good grades.

Strong recommendations grow from authentic academic engagement, curiosity, and a willingness to ask questions. Students who build relationships early receive ore impactful advocacy later.

5. Plan Financially and Emotionally for the Long Game

Early preparation isn’t only academic. It creates space for emotional well-being and financial clarity. When families wait until junior year, every decision can feel urgent. When families begin in 9th or 10th grade, they can make choices slowly, thoughtfully, and without panic.

How families can build readiness:

• Learn about the cost of college early to expand, not limit options.
• Protect balance and well-being: sleep, friendships, rest, and family time.
• Guide planning, but don’t rush it. The goal is confidence, not competition.

Most importantly, starting early allows students to enter junior year with maturity rather than anxiety. Senior year should be a time of opportunity, not crisis.

Early planning creates room for exploration, growth, and balance. When students are supported to learn who they are before deadlines arrive, they approach the process thoughtfully instead of urgently.

There is no formula for what a 9th or 10th grader “should” be doing. But waiting until 11th or 12th grade can make the whole process feel like a scramble, which makes dinner table discussions difficult! By engaging early with curiosity, reflection, and supportive guidance, students can enjoy high school more fully and approach college with authenticity and confidence.

College is not simply the next step, it’s the continuation of who a student is becoming. Giving them time to explore who they are today is the best way to prepare them for who they will be tomorrow.

College Admissions Acceptance Rates for the Class of 2029