Supporting Struggling Students: Strategies for Academic and Personal Success

I want to get your opinion on this scenario.

Emily started the semester off strong. She came to every class, participated in discussions, and turned assignments in on time... until she didn’t. Two weeks have gone by, and you haven’t seen Emily. What do you do? 

A. Send an email/message to Emily expressing concern and asking if everything is ok.

B. Report the student's absence to an academic advisor or support service to ensure someone follows up and checks in.

C. Nothing. You’ve seen students get overwhelmed every semester with their newfound independence, dropping in and out of class. She’ll be back soon, asking for make-up assignments. 

I know it feels wrong to say choice “c”, but we have to be honest: with the hustle and bustle of our own list of responsibilities at home, work, and beyond, sometimes we just don’t take the time to reach out to students. As a teacher and speaker, part of my purpose is to help leaders engage, recruit, and retain people from underrepresented communities in schools and organizations. So, with a new school year in progress, I wanted to share some strategies that could help you keep in touch with your students. 

Check out this list of early intervention strategies that you can implement: 

Monitoring Academic Performance: 

• Use academic tracking software to alert faculty when students fall behind on assignments or perform poorly on exams. 

• After grading the first or second assignment, faculty can reach out to those students who didn't do well and encourage them to attend office hours or go to tutoring services on campus. Most provide peer tutoring as well. 

• Send out mid-semester progress reports, or at the very least, send out progress reports to students who are currently at a C or below. 
  

Regular Check-ins and Advising: 

• Faculty can encourage students to attend office hours by offering extra credit points for class participation. This may also incentivize those who have missed class already. 

• Encourage monthly check-ins with students' academic advisors to help them stay on track. 

Surveys and Feedback: 

• Send out a quick 1-2 question survey during the semester to check in on how students feel about workload, mental health, and overall well-being. Example questions to consider include: 

  • What’s one thing that could help you feel more supported in your academic or personal life right now? (open-ended)

  • How would you rate your current stress level on a scale of 1-5? 

• Talk to campus life to see if they are sending out periodic surveys about student experiences, mental health, and satisfaction. This can reveal early signs of disconnection or dissatisfaction, allowing for targeted support.
  

Peer Mentoring Programs: Pairing new or struggling students with peer mentors can create a sense of connection and accountability, reducing feelings of isolation that often lead to disengagement.

• Train Peer Mentors in active listening and early identification of signs of distress. Then, they can encourage struggling students to seek help early. 

• Host Peer Mentor-Led Study Groups before exams or stressful periods of the academic year. 
  

Fostering a Sense of Belonging: Encouraging student involvement in clubs, social events, and campus activities helps create a community, which can be critical in keeping students connected and engaged.

• Promote and encourage students' involvement in groups, clubs, and extracurricular activities. Allow student leaders to make quick presentations in class or on the school's online course platform. 

• Organize casual “Meet the Faculty” Events so that students can begin interacting and networking with faculty. These events can foster connections, so students approach professors when challenges arise.

So, let me ask you one more time.

What do you do when Emily disappears?

Early intervention is not about being perfect. It is about being intentional. Most students will not announce that they are struggling. Sometimes the difference between persistence and withdrawal is one email, one check in, one person who noticed.

The semester is still young.

Who is your “Emily” right now?
And what small action can you take this week to let them know they are seen?

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