Navigating Student Challenges: Strategies for S&T Faculty and Staff

- Jessica Gargus and Simran Bhatia

Missouri University of Science and Technology

Student Success

Traditional Definition

• Grades
• High academic achievement
• Retention
• Graduation rates
• Career outcomes

Expanded Definition

• Well-being
• Social connectedness
• Sense of belonging
• Purpose
• Safety

Recognizing Concerns

Important signs to pay attention to, because they may indicate a student is struggling and needs support:

• Missed assignments
• Repeated absences
• Decline in academic performance
• Reduced participation in class/club
• Excessive fatigue
• Poor personal hygiene
• Inappropriate or exaggerated behavior
• Alarming or worrisome content in speech or assignments

Tips for Directly Intervening

Do:

• Show empathy, even if you can’t fully understand
• Use lower tones, stay calm, be gentle but firm and specific
• Allow the student to tell you what is upsetting them
• Acknowledge the student’s strengths
• Stay calm & empathize with the student’s experience
• Set aside your own opinions and suspend judgement
• Focus on what you are hearing
• Validate the student’s emotions & what is upsetting them
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Tips for Directly Intervening

Don’t:

• Argue or raise your voice
• Focus on the person- instead focus on the behavior
• Restrict the person’s movement
• Press for explanations about their behavior- avoid “why” questions
• Dismiss or downplay their concerns
• Take the student’s actions, behaviors, or remarks personally

VAR Method

When A Student Approaches You with a Concern

• Validate: Validate their concerns and feelings
• “I’m sorry you’re going through that, you have every right to feel the way you do”
• Appreciate: Appreciate them opening up to you; this can be difficult!
• “Thanks for letting me know how you’ve been feeling, I can’t imagine how hard it’s been feeling like this on your own”
• Refer: Provide support, resources, and hope
• “I know that group counseling is helpful, can I tell you more about it? How else can I support you now?”

How to Start the Conversation

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Ways to approach a struggling student

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• Be observant and gentle. Begin with observations, not accusations
• “I’ve noticed you've been quieter than usual in our sessions, is everything okay?”
• Provide specific instances to show genuine concern
• “I saw you seemed quite upset after our last group meeting. How have things been going for you since then?”

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How to Start the Conversation

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Ways to respond when a student shares their struggle with you

• Acknowledge and validate their feelings
• “It sounds like you’re facing a lot of pressure. It’s completely okay to feel this way, and I can connect you to the right resources that can support you.”
• Offer immediate support while respecting their autonomy
• “Would you like to explore some resources together, or would you prefer to talk about what’s been bothering you more?”

How to Start the Conversation

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Ways to talk with a student who needs immediate help

• Communicate urgency without causing alarm
• “You’re not alone in this. It’s important we speak with someone who can provide the right support immediately. I can accompany you.”
• If the student is resistant but in crisis, ensure their safety is the priority
• “Your safety is very important. I’ve worked with Student Well-Being, and I think they could help. Let’s walk over together.”

How to Start the Conversation

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Nonverbal communication

• Cultural Considerations: Understanding of diverse nonverbal cues such as eye contact norms, which may differ significantly across cultures
• Example: In some cultures, direct eye contact is seen as assertive or disrespectful, while in others, it's a sign of honesty and engagement.
• Neurodivergent Perspectives: Adapting communication styles to be inclusive of neurodivergent individuals who may interpret or express nonverbal cues differently
• Example: Some neurodivergent students may avoid eye contact or have unique body language that does not align with typical nonverbal cues