Remember that the support you develop in a paragraph depends almost entirely on the topic sentence. More than simply establishing the topic, the topic sentence also contains a limiting idea, such as: "Attending college as a working adult (the topic) is much more difficult than it is for your average 20-year-old (the limiting idea)." Think about how much easier the limiting idea should make the development of such a paragraph. The topic may be interesting, but the limiting idea gives the paragraph focus and direction.
Bear in mind that cohesive paragraphs demonstrate a progression of ideas. These paragraphs often move from the topic sentence and become more specific with every subsequent sentence. This technique, rich with details, is called "downshifting."
Conduct a "relevancy test" on every sentence in a paragraph by first reading the topic sentence and then every sentence thereafter. If a subsequent sentence fails to amplify and develop the idea in the topic sentence, the sentence probably doesn't merit a "passing grade" on the test -- and, therefore, should be rewritten or abandoned.
Consider that if you write like you talk, you may already employ a successful method of paragraph development (though you may not know it by name). It's a safe bet, for example, that many writers would use narration to organize support in a paragraph by telling or relating a story in chronological order. (Remember, however, that the topic sentence might "jump ahead" of the story, which is how many people verbally tell stories. For example, a topic sentence that reads: "After six rounds of grueling interviews with virtually every manager in the company, I found out today that I finally got the job." The rest of the paragraph might start at the very beginning of the story and work its way, through narration, back to the point of the topic sentence.)
Employ comparison-contrast to build support for a paragraph, perhaps by alternating each sentence with a comparison and then a contrast. For example, a writer may compare and then contrast college life as a working adult and then as a 20-year-old.
Compare and contrast the technique with the illustration technique of developing support in a paragraph. With illustration, a writer continues to build on the idea in the topic sentence with greater precision, description and detail. Which technique -- comparison-contrast or illustration -- will help build greater support for the paragraph? Writing teems with making choices -- and sizing them up before ideas are committed to paper (or a computer screen).
Remember that there are no "right" or "wrong" ways to develop and organize support in a paragraph -- only "better" ways. In this case, however, the cause-effect pattern of development might suit the example topic sentence to a T, for it strongly suggests some effects worth exploring, such as the difficulties of juggling marital, child and career obligations while attending college.