Falling behind in just one topic or module can have a domino effect, leading students to feel overwhelmed by other commitments and coursework deadlines, which then leads to stress around meeting academic expectations. To prevent this, it is vital to act early.
This resource provides five steps to ensuring students feel supported to succeed. They’re most effective when taken early in the term but can be implemented at any stage during the year.
Step 1: identify key measures of engagement
Helping students understand the course’s structure and expectations is crucial. At the beginning of each module, establish what educators expect from students and what students should expect from the module leader and other members of the teaching team involved. This is particularly important for first-year students as they transition to university life and adjust to new teaching approaches.
Key engagement measures can include lecture, labs and tutorial attendance, timely completion of and performance in formative and summative assessments, class participation and accessing of module resources in the virtual learning environment (VLE).
Step 2: track student engagement
Identifying patterns of disengagement is key. For example, if a student misses three consecutive tutorials or a lab session and two homework submissions, it’s essential to investigate further.
Collect data on student attendance and participation by monitoring which lectures, tutorials and labs they attend and tracking submission and performance in assessments. Using technology can also speed up gathering data on student engagement; most VLEs now keep an engagement log with information such as when a resource was viewed or downloaded, assessment submission times and the frequency of participation in other activities. This can help provide early indicators of students at risk of falling behind. Set up automated alerts for students and educators when certain engagement criteria are not met.
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Step 3: reach out to the student compassionately
This can be via an email offering support and inviting the student to discuss any issues. If they are unresponsive, contact their personal tutor and ask them if they have heard from them. When reaching out to discuss the reasons for disengagement, it is essential to approach the students with kindness and empathy. Avoid making them feel stressed or incapable of continuing their studies. Instead, they need to be morally supported and assured that there are ways to catch up and succeed. Some compassionate forms of communication include:
- Giving the student time to process and articulate their thoughts, for example, say: “No rush in responding, let me know if you prefer to speak in person or over Teams or via email.”
- Giving the student a choice of the channel of communication
- Being empathetic in your response. For example, say: “I understand it must be difficult with all you have going on right now.”
- Reminding them of the success they have achieved so far. For example, say: “I noticed you did really well in a previous piece of coursework” or “You’re doing great so far, and juggling studies and other commitments is something to be proud of.”
- Being supportive. For example, say: “You might have personal matters on your mind – if you need to speak to someone about it, I can listen or signpost you to someone who might be able to help.”
Step 4: action support
Once you’ve identified the cause/s of disengagement or falling behind, help the student overcome their difficulties. Alert them to the various support structures within the university such as places where they can get one-to-one support for problems (office hours and departmental help clinics, for example). The university may also have peer mentoring programmes and general study skill sessions that students may find useful.
One effective method to assist students in taking small, manageable steps is to sit down with them and collaboratively design an individualised timetable revolving around their classes and other commitments. This process involves understanding their perception of their progress in all the modules they’re taking and creating a list of upcoming deadlines. You can then use the information gathered to gradually guide the students back on track without overwhelming them. Sometimes, finding a balance may require the student to skip certain seminars or lab sessions, allowing them to approach the course at a more manageable pace.
Step 5: follow up, even if engagement improves
Regular follow-up is essential. It promotes a supportive environment, helping students stay motivated and committed to their courses. One way to do this is to schedule 15-minute weekly or bi-monthly catch-up meetings to review their week, address any difficulties and discuss plans for the upcoming week. It can also be a good time to encourage reflection to help students identify their skills and where they may need further support.
Create mechanisms for regular feedback from students, and not just from those who are already struggling, about the course structure and content before they become significant problems. It’s useful to also give students the option of providing anonymous feedback, as some students might not feel comfortable coming forward about their difficulties and may be hesitant to ask for help.
Early intervention and consistent support can significantly improve students’ academic experiences. By understanding engagement metrics, tracking participation, reaching out with empathy, providing tailored support and following up regularly, educators can help students overcome challenges and succeed in their studies. These steps not only address immediate issues but foster a supportive academic environment.
Layal Hakim is director of education and student experience in the department of mathematics and statistics at the University of Exeter.
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