When students are struggling on their degree programme, they experience and express this lack of wellbeing in a variety of ways, and there is no single universally appropriate response. It will depend on the person and the context, and students can react very differently. Some react in visible ways, but, for others, it may be difficult to see that they’re finding things hard. This means that there are both obvious and subtle signs that you should look for that will indicate whether your students are struggling.
Obvious signs: Some examples include not coming to class, not turning in assignments on time, not participating in class. There may also be students who explicitly demonstrate that they are struggling, for example by crying, getting angry and acting out or telling you that they are stressed out, grieving or anxious (read more in the students in crisis section below).
Subtle signs: These signs are harder to spot, and include gradual changes in behaviour, maintaining a facade, ‘hiding’ during class or looking sad.
Ambiguous signs: If you spot a student who exhibits any of these signs, you may still be in doubt as to whether they are in distress; a student may be distant/skip classes because they have fallen in love. So it can be difficult to decide how you should respond to the signs you notice. It’s often a good idea to keep an eye on the student over a period of time.
| Here are some examples of signs of distress that other lecturers and supervisors at AU have encountered. Perhaps you might recognise them...? |
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Research has shown that students assign teachers different roles with regard to their wellbeing (1): a monitoring role (keeping an eye on the student’s wellbeing), the role of a confidant (listening to the student in times of crisis), and the role of a linking pin (connecting the student to other resources). For students who are struggling, you can also assume the role of an agent for change through effective teaching and classroom management.
| The role of a monitor |
To help students who are struggling, you first need to notice that they are not thriving. Be aware of how students are behaving and look out for the obvious and subtle signs that students are finding things tough (LINK: section above), which you can read more about above. Give students the opportunity to tell you about their lack of wellbeing. Here are some ways you can do this:
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| The role of a confidant |
When students confide in you within the framework you specified (for example, during a check-in session or during your office hours), you can act as a supportive or an active-empathic listener (2). This involves giving the student your full attention and engagement for the agreed length of time. Supervision often involves a closer relationship between supervisor and student; communication can easily shift from the purely academic to a more personal plane. This can encourage some students to confide in their supervisor, while others may feel uncomfortable with the closeness of the student-supervisor relationship. To prepare for your role as confidant, it’s a good idea to read our advice on talking to students about their wellbeing. |
| The role of an agent of change |
When students tell you that they’re struggling, you can ask whether their lack of wellbeing is caused by something:
If the cause lies within the learning environment, you may be able to help the student by adapting your teaching to meet their needs or working with the class community. |
| The role of a linking pin |
| If the cause lies outside the learning environment (for example, the death of a loved one) or you don’t feel you have the resources to tackle it (for example, severe exam anxiety), the best option is to point the student in the right direction. |
The first important step in dealing with a student’s lack of wellbeing is often to talk about it. A student might initiate a conversation with you, as their lecturer or supervisor, because they need someone to talk to. You might initiate a conversation yourself because you suspect that the student might be struggling.
Research shows that empathetic, available teachers boost student wellbeing, but power dynamics can make both parties vulnerable (3).
If discussing non-academic issues with a student, it’s safer for both parties to maintain clear boundaries.
It’s still important to listen, but this should occur within defined settings like office hours (4).
This approach protects both the student and teacher and upholds the required professional roles.
Be an active listener. Give the student your full attention and allow them to say what’s on their mind without necessarily giving advice or sharing your own experiences.
Follow up on your conversation. Agree with the student whether you should send an email or have a follow-up conversation after a few days or weeks. It may be necessary to contact the student counsellor. Make sure you get the student’s consent before you do this.
Give the student your full attention. Don’t get distracted by other calls or emails. This means that you must be realistic with the time you schedule for the meeting – only offer the time that you are able to dedicate to the conversation.
Use neutral language to avoid the student feeling judged. For example, you could say: If you feel like it, I would be happy to hear what is going on/what happened, rather than: What is wrong with you?
Approach the student at an appropriate time in the teaching setting, ideally in public but without the risk of other students overhearing.
Be an empathetic listener. Reformulate the student’s descriptions to ensure and signal that you understand. Ask gentle questions to encourage the student to elaborate. You don’t need to show excessive sympathy (5: 6). You just need to be authentic and honest.
| Start the conversation | Start by stating explicitly why the conversation is taking place. For example, you could say:
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| During the conversation | During the conversation, it’s important that you take a curious, exploratory approach and remain non-judgemental. For example, you could say:
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| End the conversation | Conclude the conversation by summarising what you’ve discussed. It’s a good idea to inform the student when you’re running out of time. For example, you could say:
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| Consent | If you’d like to discuss the student’s situation with a colleague, it’s generally a good idea to get the student’s consent before doing so – so that you don’t break the trust you’ve been shown. For example, if you want to tell a fellow lecturer that a student is having trouble with group work due to social anxiety, or if you are considering contacting the studies administration office because you are concerned about a student. |
On rare occasions, teachers may encounter students in a moment of severe crisis. They may break down in tears in an oral exam, become verbally or physically abusive in the classroom, or suffer a panic attack. Situations like these can be difficult to manage, because you need to help the student, maintain a professional relationship, and minimise the risk to you, the student and others in the room. Here is some advice on how to handle these situations.
| If a student breaks down or reacts strongly but does not pose a risk to others, you can take the following steps: |
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| If a student breaks down or reacts strongly and does pose a risk to others, you can take the following steps: |
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For some students, the pressure at exams is so intense that they not only experience ordinary and expected uneasiness and nervousness. For example, some teachers have experienced:
That students suffer from exam anxiety so extreme that it can incapacitate them and affect their exam, and the reading period preceding it, very negatively.
That students have cheated in an exam, which made a very difficult conversation necessary afterwards.
That students repeatedly fail an exam or fail to show up for an exam.
You can support the students before, during and after the exam in the following ways:
| During the exam |
For oral exams, it’s often particularly important to create a calm space where students feel safe. For example, you can:
For written exams, it’s important that the students know what’s expected of them. For example, you can:
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| After the exam |
After the exam, particularly after an exam that the student has found difficult, it’s a good idea to:
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Sometimes, the best support you can offer a student is to refer them onward. There are many support services available at AU that are free of charge for students:
If you are struggling with your own wellbeing, you can find more information about staff wellbeing here. You can also share your experiences of supporting students with your colleagues and department for inspiration or support.
Are my students displaying any obvious signs that they are struggling with their wellbeing?
How can I talk to my students about student wellbeing?
What roles should I take on as a teacher in a specific situation?
How can I manage situations in which one or more of my students are in crisis?
Do I know where I can refer students for help?
Rynke Douwes, Janneke Metselaar, Gerdina Hendrika Maria Pijnenborg & Nynke Boonstra (2023) Perceived educators’ roles in student well-being in higher education, Cogent Education, 10:2, 2272630, DOI: 10.1080/2331186X.2023.2272630
Bodie, G. D., Vickery, A. J., Cannava, K., & Jones, S. M. (2015). The Role of “Active Listening” in Informal Helping Conversations: Impact on Perceptions of Listener Helpfulness, Sensitivity, and Supportiveness and Discloser Emotional Improvement. Western Journal of Communication, 79(2), 151–173. https://doi.org/10.1080/10570314.2014.943429
Jarvie, S. (2019). “O my friends, there is no friend”: Friendship & risking relational (im)possibilities in the classroom, Review of Education, Pedagogy, and Cultural Studies, 41:2, 115-138, DOI: 10.1080/10714413.2019.1654349
Chory R. M., Offstein E. H. (2017). Your professor will know you as a person: Evaluating and rethinking the relational boundaries between faculty and students. Journal of Management Education, 41, 9-38.
Jones, S. M. (2011). Supportive Listening, International Journal of Listening, 25, 85-103.
Hawk, T. F. (2017). Getting to Know Your Students and an Educational Ethic of Care. Journal of Management Education, 41(5), 669-686. https://doi.org/10.1177/1052562917716488
Myles, B. S., & Simpson, R. L. (1994). Understanding and Preventing Acts of Aggression and Violence in School-Age Children and Youth. The Clearing House, 68(1), 55–61. http://www.jstor.org/stable/30189036Pittman, C. (2018). Addressing incivility in the classroom. In: Ahad-Legardy, B. & Poon, O. (eds.). Difficult Subjects. Insights and Strategies for Teaching about Race, Sexuality and Gender. New York: Routledge.
Kirk-Jenkins. A. (2020)Expecting the Unexpected. Supporting a Student in Crisis. In: Helping College Students in Distress. A Faculty Guide. Routledge.
Marshall, D. (2023). Creating Community Through Co-Constructing Expectations in Graduate Coursework. Journal for Research and Practise in College Teaching, 8 (1).
Creating Community Through Co-Constructing Expectations in Graduate Coursework
Miller, Carlin J., et al. “Testing a Quick Mindfulness Intervention in the University Classroom.” Journal of Further and Higher Education, vol. 43, no. 6, 2019, pp. 839–47, https://doi.org/10.1080/0309877X.2017.1409345.
Shantih E. Clemans (2011) The Purpose, Benefits, and Challenges of “Check-in” in a Group-work Class, Social Work with Groups, 34:2, 121-140, DOI: 10.1080/01609513.2010.549640
Tikasz, D. (2020). The PRN Framework. Hamilton Health Sciences.
Turner, K., & Garvis, S. (2023). Teacher Educator Wellbeing, Stress and Burnout: A Scoping Review. Education Sciences, 13(4), 351. doi.org/10.3390/educsci13040351
