Can anyone correct this? Any suggestion is more than welcomed!

Educational institutions have a responsibility to dissuade students from pursuing fields of study in which they are unlikely to succeed.

Write a response in which you discuss the extent to which you agree or disagree with the claim. In developing and supporting your position, be sure to address the most compelling reasons and/or examples that could be used to challenge your position.

It is well known among Italian students that the last year of middle school will not only entail traditional hours of multi-disciplinary lectures but also mandatory hours in which experts come and design specific quizzes and tests that will try to orientate teenagers towards an optimal high school choice. This happens because, just like in many other countries such as the UK with the choice of A level subjects, Italy lets students decide whether they want to pursue a scientific-like field of studies, a more classical one or a technical one.
In my opinion, the tools described can be effective only if educational institutions adequately design them. If so, then these orientational programs could really lead students towards an efficient choice of specialization which would create monetary and time benefits for their families, since the process of being admitted to a school and paying the required fees can be long and resource-consuming; they could also benefit students psychologically in the long-term, given that the wrong choice of field may lead them to future regrets and stress.
At the same time, unless having really well informed parents, students may not have a clear vision of their future path and a guide in such important choices may be more than welcomed.
On the other hand, the success of such mechanism depends on the level of expertise of educators of the overall national and international labour market, the recent trends and on their overall skills in assessing the profile of a student. What educators can do and should do is temporarily employing independent experts but even them may not be completely up-to-date with what is going on out there.
Lastly it is worth noting that, at the end of the day, institutions will only give you a suggestion of your optimal path. This may conflict with what a student wants or with what parents want, as, sometimes, pride could play a fundamental role. Considering this argument, opponents might propose no diversion of funds to such activities that can be better invested in other educational activities.
Italy has many examples of students that enroll in higher-level scientific high schools, with dreams of having more exit opportunities, but end up changing multiple institutes and fields of study, losing years and a smooth educational path. This last examples may be seen as a failure of the orientation system or as the result of choice process that involves irrationality from students that don’t want to face the reality of what experts recommend.