Speak FIRST: Unveiling Support for First-Generation Students

As first-generation (FG) graduates and university mental health counselors, we reflect on navigating unfamiliar academic spaces and now supporting FG students. Using an autoethnographic, systems-informed conceptual framework of identity and belonging, we examine how students navigate unspoken expectations. We explore barriers shaped by intersecting systems, including underused resources, isolation, family expectations, and imposter feelings. Drawing on personal, professional, and research, we offer strategies such as early intervention, mentorship, and inclusive communication, urging educators to “speak first” to normalize FG identity and foster belonging and resilience.